A DESCRIPTIVE STUDY ON BULLYING PARTICIPANT BEHAVIOR IN MAA

NATIONAL HIGH SCHOOL

Research presented to the faculty and staff of

Ma-a National High School
Davao City

In Partial Fulfillment of Requirements

in Practical Research 2

Presented by:
Kingco, Kristel F.
Junio, Chyrel Mae A.
Dieson, Christian M.

November 2022
 MAA NATIONAL HIGH SCHOOL

Maa, Davao City

SENIOR HIGH SCHOOL

DEPARTMENT

APPROVAL SHEET

The research entitled “A DESCRIPTIVE STUDY ON BULLYING PARTICIPANT

BEHAVIOR IN MAA NATIONAL HIGH SCHOOL prepared and submitted by Kristel F.

Kingco , Chyrel Mae Junio, Christian Dieson in partial fulfillment of the requirements for

Practical Research 2 has been examined and is recommended for acceptance and

approval.

MORRIS JOHN I. LOBETOS PH.D.

SUBJECT TEACHER

APPROVED by the research committee on oral examination with a grade of

PASSED.

MORRIS JOHN I. LOBETOS, Ph.D. Rex M. Pales, MAT-RE, MAED-Eng. - (CAR)

Research Adviser / Senior High Instructor Senior High Instructor
 ACKNOWLEDGEMENT

The researcher gives thanks to teacher Morris John I. Lobetos who had taught

them how to conduct research and his examples and techniques made the researchers

well-equipped in conducting the study. The researcher's deepest gratitude to the

students who were the respondents and answered the questions honestly made the

completion of this study a successful one.

To the parents and guardians, they have been a great help to the researcher

through their financial and emotional support; their care and understanding have

inspired the researcher to continue and finish this research study.

Above all, to Almighty God who is the giver of knowledge and understanding. All

the glory and honor be given back to Him for what He has done specially to complete

this research paper.

 TABLE OF CONTENTS

PAGE
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
CHAPTER
1 INTRODUCTION
Background of the Study 1
Review of Related Literature 2
Theoretical Framework 3
Conceptual Framework 4
2 METHODOLOGY
Research Design 5
Research Respondents 6
Research Locale 7
Research Instruments 8
Data Gathering Procedure 9
Statistic Tool 10
Ethical Consideration 11
 CHAPTER 1
INTRODUCTION

Background of the study

Bullying in schools is an issue that affects schools all over the world and can

interfere with students' ability to learn in a secure environment without fear. Both the

bullies and the victims of bullying may suffer negative lasting effects as a result of their

actions. Issues related to bullying have been observed and discussed in formal

schooling systems all over the world. Majority of the result is very detrimental to the

academic performance of the students being bullied. If this scenario is not halted, many

students will have a bad experience in school and suffer failing grades.

In Hong Kong, however, bullying in schools, such as spitting, is more common

than extreme school violence, such as shooting or fighting with weapons. Verbal abuse
such as teasing, name-calling, and insults is nothing new. “Physical bullying," which
includes assault, kicking, tripping, and striking, Extortion, such as intimidating pupils and
demanding cash with. Two significant dangers to pupils' safety in classrooms are
threatening statements and bullying. These parents and community leaders are
concerned about how the schools are handling bullying, which is rather widespread in
middle schools with lower academic bands. Will safeguard their kids. The following are
typical instances of physical bullying that have been documented by the media.

Bullying is a major issue in the educational system in the United States. Parents
and students ask frequently how and why bullying occurs in educational contexts.
Teachers frequently are awed by its occurrence and Unsure of the best way to deal with
this widespread problem. Bullying terminology has changed.within the previous 20
years. In 1994, Bullying was characterized by Batsche and Howard as "a type of
violence in which one or more pupils' physical and/or mental health harasses a different
student for a prolonged time”. A more thorough explanation of the definition of bullying
is "repeated actions of hostility, fear-mongering, or pressure against a victim who is less
strong than the offender's physical dimensions, psychological societal influence, or
other elements that lead.

Switzerland (Batsche, 1997; Smith and Brain, 2000) it has long been a
commonplace human experience, bullying is considered by many to be one of the rites
of childhood passage, and is frequently neglected as an example of school violence
(Barone, 1995;

Hasler et al., 1992). However, school personnel should recognize bullying as a serious
problem because of its prevalence and pernicious effects. Nansel et al. (2001) report
that in United States’ schools, approximately 30 percent of all students will experience
some form of bullying during their school careers, while researchers conducting an
international cross-sectional survey of preadolescents and adolescents in 28 countries
in Europe and North America found that the incidence of bullying ranged from 6.3
percent among girls in Sweden to 41.4 percent among boys in Lithuania (Due et al.,
2005).

There have been 36 bullying incidents reported at Philippines,Binakayan National

High School in Kawit, Cavite, for the school year 2013–2014.originate from insults,
crude humor, stealing or stealing someone else's personal items, and causing physical
harm. These had evolved into aggressive behavior, including kicking, slapping, and
beating another person. Most often, these incidents involve students. Based on an
interview and student and teacher data; verbal Inside and outside of the classroom,
bullying, including name-calling, insulting, and harsh teasing, is a common occurrence.
which are typically not reported to school officials and are instead quickly fixed. The
differences between the volume of reported instances and the information surrounding
them reduces the capacity to comprehend the taxonomy and bullying at the cellular
level.

In a different point of view, some studies have looked into the relationship
between bullying behavior mental health issue have tended to focus on risk factors
associated with the primary roles of victim, perpetrator, and that of the ‘bully-victim’
(Juvonen, Graham, & Schuster, 2003; Nansel, Overpeck, Pilla, Ruan, Simons-Morton, &
Scheidt, 2001). Among victims of bullying, higher rates of depression and anxiety
coupled with psychosomatic ccomplaints are common (e.g., headaches and abdominal
pains; Fekkes, Pijpers, & VerlooveVanhorick, 2004; Kaltiala-Heino, Rimpelae, &
Rantanen, 2000; Srabstein, McCarter, Shao, & Huang, 2006) together with lower levels
of academic attainment, self-esteem, and social functioning (Hawker & Boulton, 2000;
Schwartz, Gorman, Nakamoto, & Toblin, 2005). When compared to their non-
aggressive peers, perpetrators report lower levels of school engagement and belonging
as well higher rates of delinquent behavior outside school (Haynie, Nansel, &Eitel,
2001; Nansel et al., 2001). Among students who have the dual role of perpetrator in
some situations and victim in others (‘bully-victims’), higher rates of depression and
reports of somatic complaints are common, and there is an increased probability of
these students being referred for psychiatric assessment above those who are primarily
perpetrators and victims (Nansel et al.,2001; Swearer, Song, Cary, Eagle, & Mickelson,
2001). Furthermore, higher rates of substance use are associated with both bullying and
victimization (Shepherd, Sutherland, & Newcombe,2006; Swahn, Bossarte, & Sullivent,
2008; Thompson, Sims, Kingree, & Windle, 2008).

The current study is different from the previous studies because most of the
studies presented talk about bullying in first world countries. Often these studies are
tackled about the effects of bullying to a person and other studies discusses about the
different kind of bullying.. There is a study that has been conducted before that tackles
bullying participant behavior.

Also, the relevant information that will be gathered from this investigation may be
used as the baseline data for the school administrators, guidance counselors, teachers,
and other members of the school community to plan programs that may help in bullying
issues. Another is improving the performance of teachers by creating programs that
would enhance their teaching strategies, practices. Thus, it will improve the student’s
mental health issue.

Additionally, a national or international research forum will be considered by the

researcher as opportunities to share the results of this study. An invitation for a research
presentation scheduled in the division, regional level, and national forum and
conferences by the Department of Education will be responded to by the researcher
who is more than willing to present the results. Further, online publication is also
another avenue that is considered by the researcher to provide the community a wider
access to the findings of this study.

Statement of the Problem:

This study will determine the level of bullying participant behavior of the students
in Maa National High School. Specifically, it will seek answers to the following
questions:

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

1.1Sex; and

1.2Grade Level?

2. What is the level of bullying participant behavior in terms of:

2.1 Bully
 2.2 Assistant

2.3 Victim

2.4 Defender

2.5 Outsider

Review of Related Literature:

This section consists of the discussion of the variables used in the study.
Relevant literature and studies about these variables are highlighted and discussed
below.

Bully
A bully is a person who harasses, abuses, intimidates, or coerces people, especially
those with less power than they have or those considered weaker or vulnerable in some
way. The word often implies that such behavior is repeated or habitual. 
Bully can also be a verb meaning to treat people in this way (to act as a bully toward
them), as in The man who used to bully his classmates in school is now teaching
children how not to bully others. Someone who is treated in this way is said to
be bullied. The act of treating people in this way is called bullying. 
Bullies are primarily associated with school settings involving kids, but adults can be
considered bullies as well. The most familiar form of a bully depicted in popular culture
is the neighborhood or schoolyard bully, usually a physically strong or large child or
teenager who uses their size to bully smaller, younger, or more timid kids. Famous
fictional bullies that fit this profile include Biff Tannen from Back to the Future and
Nelson Muntz from The Simpsons. However, the understanding of what
constitutes bullying has evolved and broadened to encompass behavior that involves
not just physical but emotional abuse and manipulation . 
Assistant
A classroom assistant who carried out a five-month campaign of bullying against a
seven-year-old pupil that included taping her to a chair and shutting her in a storeroom
has been given a community order, including a requirement to do 40 hours of unpaid
work.
Rachael Regan, 43, singled out and bullied the girl at a school in the Calderdale area of
West Yorkshire.Regan’s trial last month was told about a catalogue of incidents against
the pupil, who is now nine, which included sticking Post-it notes to her thumbs, tying her
shoes on with string, calling her a nickname, goading her with a biscuit, hiding her doll
and tearing up her photograph.

Victim
When it comes to bullying, most people want to believe that it won't happen to their
child. But bullying happens more often than you might realize. In fact, some experts
estimate that as many as one out of every five kids—or 20% of kids—are bullied. 1
And while there are some kids that seem to be targeted more than others, every child is
at risk for bullying. Even confident kids with a large social circle can be targeted. Here is
what you need to know about victims of bullying including how to help them stand up for
themselves and cope.
Defender
This study examined the determinants of students’ willingness to intervene in bullying
incidents, as well as the process underlying students’ defending behaviors. The
participants were 24 students (12 defenders and 12 outsiders) recruited from six
secondary schools in southern Taiwan. The study used semi-structured interviews to
collect qualitative data and a grounded theory approach to analyse the data. The results
showed that bystanders in bullying situations tended to assess the perceived severity of
a bullying incident, personal responsibility, affective factors, victim characteristics,
relationship with the victim, and other factors before committing to an intervention.

This study found four possible phases of defending behavior: a) personal assessment
affects a bystander’s decision to act as a defender or an outsider; b) a defender
evaluates the severity of a situation and the relationship with the bully to determine
strategies for defending; c) defenders who come forward to intervene are interrogated
or threatened by bullies; and d) defenders then reassess whether to intervene again.
The results of this study suggest that bystander intervention programs can encourage
students’ personal responsibility, awareness of the severity of school bullying,
improvement of interpersonal relationships, and self-efficacy to raise bystanders’
willingness to defend a victim.

Outsider

In The Outsiders by S.E. Hinton, bullying is the normal thing for someone to do. Bullying
is unwanted or unneeded actions or words that are said or done to hurt someone and
their feelings. They may make the bully feel powerful and make the victim feel unsafe.
Some bullying may be online and other times face to face. Kids are affected in different
ways. Some kids who are bullied may become a bully, others may become depressed or
feel unsafe everywhere they go. In Hinton's novel, everyone either experiences bullying
or has bullied someone. Hinton's novel was written in 1967 when bullying wasn't
controlled that well. Bullying wasn't seen as the biggest problem or not a problem at all, it
wasn't controlled and no one was punished for doing.

Theoretical Framework:

This study is supported by the following theories namely: Bully, Assistant, Victim,
Defender, and Outsider, arguing that this model is theoretically grounded and
empirically validated by reviewing the related literature. In this model, five major
components are proposed that are involved in the bullying-related studies.

CONCEPTUAL FRAMEWORK

Figure 1 shows the conceptual framework which presents the relationship between the
independent variable and the dependent variable.

(ang inyuhang I butnag dria katung nasa queston no. 2)

Independent Variable Dependent Variable

 Demographic Characteristics---
Gender, Religion, Educational
level
 Workplace Bullying
 Work-related Person-related bullying
3characteristics Intimidation related bullying
Years working in nursing, Work-related bullying
Working hours(hr/wk) Clinical
area worked, Affiliated hospital  Lateral Violence
 CHAPTER 2

METHODOLOGY

This chapter presents the research design, research respondents, research locale,

sampling design, research instrument, data gathering procedure, statistical tools and

ethical considerations that were used in this study.

Research Design

This chapter presents the research design, research respondents, research locale,
sampling design, research instrument, data gathering procedure, statistical tools and
ethical considerations that were used in this study.This study will use quantitative
research methods, specifically the descriptive correlational design. Quantitative methods
highlights objective measurements and the statistical or numerical interpretation of data
gathered through polls, questionnaires, and surveys, or by manipulating pre-existing
statistical data using statistical techniques (Brians, 2011). Quantitative research
concentrates on collecting numerical data and making conclusions across groups of
people or to expound a particular phenomenon. Quantitative analysis is focused on
statistics, logic, and a neutral perspective. Quantitative analysis focuses on numeric and
static data as well as detailed, convergent reasoning rather than divergent reasoning,
which is the spontaneous, free-flowing generation of a range of ideas about a research
issue. (McNabb, 2008) Quantitative analysis collects a broad variety of numerical
knowledge. On the other hand, descriptive research is a study designed to characterize
the participants in a factual way. In the social sciences, quantitative methodology is the
most popular research framework (De Vaus, 2001). It is a collection of methods,
techniques, and assumptions that are used to investigate psychological, social, and
economic processes using numeric patterns (Trochim, 2006). Similarly, descriptive
research is all about describing people who are part of the study. Descriptive design
seeks to describe the current status of a variable or phenomenon. The researcher does
not begin with a hypothesis, but typically develops one after the data is collected. Data
collection is mostly observational in nature. Meanwhile, correlational design explores the
relationship between variables using statistical analyses. However, it does not look for
cause and effect and therefore, is also mostly observational in terms of data collection
(Downie, 2000). In addition, descriptive analysis is a type of study that focuses on
describing the characteristics of the population or phenomenon under investigation. This
approach emphasizes the "what" of the research topic rather than the
"eh" of the research topic. The descriptive analysis approach focuses on
defining the characteristics of a
demographic segment rather than “why” a phenomenon occurs. This research design is

appropriate for this study because it intends to determine the level of bullying participant
behavior. It used the mean and standard deviation to determine the level of bullying

participant behavior

Research Locale

This study is conducted in Maa National High School because of the alarming

performance of senior high students. Data gathered in this study can help school

administrators in improving the students. Ma-a is a barangay in Davao City. Its

population as determined by the 2015 Census was 59,803. This represented 3.66% of

the total population of Davao City. According to the 2015 Census, the age group with

the highest population in Ma-a is 20 to 24, with 7,474 individuals. Conversely, the age

group with the lowest population is 80 and over, with 291 individuals. The population of

Ma-a grew from 25,017 in 1990 to 59,803 in 2015, an increase of 34,786 people. The

latest census figures in 2015 denote a positive growth rate of 3.50%, or an increase of

9,888 people, from the previous population of 49,915 in 2010. Ma-a is situated at

approximately 7.0727, 125.5855, in the island of Mindanao. Elevation at these

coordinates is estimated at 13.7 meters or 44.9 feet above mean sea level.

Figure 2: Map of Barangay Ma-a Davao City

Research Respondents

The respondents of the study were 100 students from Maa National High School. The 100

respondents were taken from the population size of Maa National High School which is 3,

803. This study was conducted in the school year 2020-2021. Stratified random

sampling is a method of sampling that involves the division of a population into smaller

sub-groups known as strata. In stratified random sampling or stratification, the strata are

formed based on members' shared attributes or characteristics such as income or

educational attainment (Hayes, 2020). Added on, Sekaran (2003) wrote the rule of thumb

for determining sample size, Sample sizes larger than 30 and less than 500 are

appropriate for most research. Most statisticians agree that the minimum sample size to
get any kind of meaningful result is 100. If your population is less than 100 then you really

need to survey all of them.

Research Instruments

To answer the research questions and help gather relevant data for this study, the

research instrument that will be used in this study included the descriptive study on

bullying,

Level of Descriptive Study on Bullying

Mean
Range Description Interpretation

4.20 – 5.00 Very High The bullying participant behavior is always observed
all the time
3.40 – 4.19 High The bullying participant behavior is oftentimes
observed
2.60 – 3.39 Moderately The bullying participant behavior is sometimes
high observed
1.80 – 2.59 Low The bullying participant behavior is rarely observed

1.79 – Very Low The bullying participant behavior is never observed

1.0   
Data Gathering Procedure

The following procedures were implemented in collecting the data.

Permission to Conduct the Study. A letter of permission was secured from Maa

National High School to conduct the study on the descriptive on bullying participant

behavior in maa national high school

Administration and Retrieval Questionnaire. Adequate and clear copies were

printed to avoid problems in the conduct of the study. The researcher administered

the

questionnaire to the respondents of the study and they were requested to answer the

questions honestly so that valid and reliable data were elicited. The researcher exerted

effort to retrieve the questionnaire personally and with the help of some research aides

to have a 100 percent return rate of the questionnaire. The completed questionnaire

was organized accordingly.

Collation and Tabulation of Data. The results were collated and tabulated before

subjecting them to statistical treatment.

Analysis and Interpretation. Results were analyzed and interpreted based on the

purpose of the study.

Statistical Tools

The data gathered was classified, analyzed, and interpreted by using the following appropriate

statistical tools.
 Person Product Moment Correlation is a measure of the linear correlation between

two variables. It was employed to determine the interrelationships between

unemployment and mental wellbeing of workers, unemployment and skills of workers,

unemployment and companies, unemployment and mental health of workers, and

mental health and work performance.

Ethical Consideration

Before collecting data in the field, the researcher will have to abide by the policies of the

ethical protocols of Maa National High School. He has to explain clearly the purpose of

the study to all the respondents. He will make it clear that this study will only be for

academic purposes and it does not have any negative or positive impact on their job or

on their daily life. As earlier mentioned, the respondents will be informed that their

names, name of schools where the study will be conducted would remain anonymous in

the report and the information which they would provide would be treated and kept

confidential. 

Social Value. Social value refers to the relevance of the study to an existing social or

health problem such that the results are expected to bring about a better understanding

of related issues, or contribute to the promotion of well-being of individuals, their

families, and communities. Furthermore, to get full participation from the students the

researcher explained the main purpose of the study and the procedure for data

collection. Results of the study will be presented to the respondents and will be

disseminated to other possible audiences who will benefit from this study. More

importantly, the researcher adhered to social value in research.  This study is aimed to
address the social problems pertaining to students’ waste disposal practices. The result

of this study will present valuable information that will guide school administrators in

improving waste disposal implementation in their respective schools. Moreover, this

study will also be beneficial to the teachers, scholars and researchers who can explore

the result of the study as an opportunity to conduct more research involving the

practices of waste management. It will also serve as an eye-opener for the school

administrators and an advantage to faculty for they are considered as the main

beneficiaries of this study. 

Informed Consent Form. An informed consent form will be secured. The participants

of the study will be informed by the researchers regarding the effects of being involved

in any research. Consent forms will be sent to the respondents online after the purpose

of the study will be explained to them and that the participants will fully be aware that

they can withdraw at any time from participating in the study.  Further, Informed

Consent Forms will also be sent through email to the research respondents for their e

signature. Their responses will be held confidentially.

Vulnerability of Participants. In this study, the respondents will be considered as adult

participants for they have the capacity to make a sound judgement if they wanted to be

part of the study. They can make decisions for themselves as respondents of this

study. 

Furthermore, the teachers will know the nature of the study. Vulnerable participants are

those relatively or absolutely incapable of deciding for themselves whether or not to

participate in a study for reasons such as physical and mental disabilities, poverty,
asymmetric power relations, and marginalization, among others and who were at

greater risk for some harm (NEGHHR, 2017).

Risk, Benefits, and Safety. The participation is completely voluntary and anonymous

to protect the privacy of teachers. There is no known risk in this study because the

gathering of data will be online using Google Forms. Online survey is the most

appropriate way to gather data in this study to follow the Inter Agency Task Force on

Infectious Diseases on health protocols especially the social distancing and avoiding

mass gatherings. These measures are needed to prevent the spread of COVID-19 virus

and ensure the safety of the researcher and also the respondents as well. Students can

answer the form at their most convenient time and without the risk of exposing them to

COVID-19. This study can generate relevant information which can be useful to public

and private school administrators. The result discussions and findings from this study

can provide evidence-based information which can be used by administrators in the

process of implementing improvements in the waste management. The respondents of

the study can help improve the practices of waste management. More so, the

researcher will value their participation and place their welfare as the highest priority

during the study.

Privacy and Confidentiality of Information. The researcher will adhere to the

principles of transparency, legitimate purpose, and proportionality in the collection,

retention, and processing of personal information (Data Privacy Act of 2012). Added to

this, the researcher has to protect her respondents’ privacy for they had a moral and
legal obligation for involving them in their study.  Moreover, participants were not forced

to disclose information out of his or her willingness. In answering the survey

questionnaire, their names will not appear in the survey and their answers will be held

confidentially.  The researcher will assure that the names and details of the respondents

will be secured. The researcher will also orient her research assistants or

representatives, documenters on the terms and conditions of privacy and confidentiality

observed in this study.  In particular, the researcher will not mention their names to

protect their identity.

Justice. To ensure that the objectives of the study are achieve, only those students in

Grade 10, Grade 11 and Grade 12 will be selected to be the respondents of the study

because it is also the time wherein the students have gone through all the mathematics

subjects in junior high school. Results and findings of the study will be given back to the

respondents if they would ask to. It will be the commitment of the researcher to share

the results of the study. The researcher should share the benefits of the knowledge

gained from the respondents for taking the burden of participating in the research. 

Additionally, the answers found in the questionnaire will be tallied and tabulated

according to the respondents’ responses. Respondents of the study are to be given a

thirty pesos load allowance as incentive for their time in answering the questionnaires.

Transparency. In this study, everything will be laid down to the respondents. This is a

manifestation that the researcher follows the element of transparency. The researcher

will be transparent about the aspects of a study that may have an impact on the rights,

health, and safety of the respondents.  The researcher safeguards the proper
implementation of the methods used in the study by being compliant to the ethical

standards of research. He will include all the necessary documents that will support the

data analysis and will give the readers the access to read through these in order to gain

a better understanding of the results and findings of the study if asked to. All

respondents involved in the data gathering should complete a conflict of interest

management plan, which is to be reviewed by research committee and approved by the

school head of  before the data gathering can go through. The researcher who is also a

student of the school where the study is to be conducted would not be involved or

influence the responses of the respondents as they answer the online questionnaire.

Qualification of the Researcher.  Being a student in Grade 12 is considered a capable

student researcher.   Further, the researcher has a background in the field of research

in both quantitative and qualitative. Moreover, he always seeks direction and advices

from his mentor and the panelists, as well as his peers who are proficient in this

method. Likewise, he is guided by these experts in order to implement the methods

properly and to be able to gather the needed data for the intended purpose.

 Adequacy of Facilities. The researcher needs to secure the materials to address the

adequacy of facilities. Other tools to secure will be internet connection, laptops and

software applications which are needed for the study. Added on, the e-library of the

institution is accessible.  Moreover, the adviser of the researcher is always available.

Adequacy of facilities will be addressed as the materials are readily available and

accessible to the researcher. The researcher rest assured that there are available and

accessible resources needed in this study. Books, online journals, thesis and
dissertations are available for further readings and references which will provide varied

literatures and studies that support the association of the variables used in the study.

Further, the data gathering will be done online using Google Forms and the links will be

disseminated through Facebook messenger. Online communication with the

respondents will be done using Facebook messenger and Google Mail.

Community Involvement. Community involvement will be taken into account in this

study as there will be a community of teachers involved. Also, the beneficiaries of this

study are part of the community where the study will be conducted.  Added on, findings

of the study will be made known to the school stakeholders and the community.

All activities done are subject to the permission of the school head and the research

adviser as well.

Bullying Participant Behaviors Questionnaire

(BPBQ)

Please answer the questionnaire and rate the following statements by ticking only one

appropriate box on the side of each question, were:

. 1=never 2=rarely 3=sometimes 4=very often 5=always, which best corresponds with

your opinion.
 1 2 3 4 5
neve rarely sometime very always
r s often
Bully
1. I have called another student bad names
2. I have made fun of another student
3. I have purposely left out another student
4. I have ignored another student
5. I have pushed‚ punched or slapped another
student
6. I have bumped into another student on purpose
7. I have tried to make people dislike another
student
8. I have tried to make people dislike another
student
9. I have stolen things from another student
10. I have damaged or broken something that was
another student’s
11. I have verbally threatened another student
12. I have made another student do things they
didn’t want to do
13. I have thrown things at another student
14. I have tripped another student on purpose
15. I have said bad things about another student
16. I have talked about someone behind their back
17. When someone else has started spreading
rumors‚ I joined in
18. When someone was ignoring another student‚ I
joined in
19. When someone was being pushed‚ punched‚ or
slapped‚ I stopped to watch
20. When someone else has started pushing or
shoving a student‚ I joined in

1 2 3 4 5

never rarely sometimes very always

Assistant often
21. When someone was making fun of another
student‚ I joined in
22. When someone was verbally threatening
another student‚ I joined in
23. When someone was making a student do
things they did not want to do‚ I joined in
24. When someone else was telling lies about
another student‚ I joined in
25. When someone bumped into another person‚ I
joined in
26. I have made fun of someone when they were
pushed‚ punched‚ or slapped
27. I have made fun of someone who was being
called mean names
28. When someone else broke something that
belonged to another student‚ I stopped to watch
29. When someone else tripped another student
on purpose‚ laughed
30. When someone else knocked books out of
another student’s hands on purpose, I laughed
31.When someone else pinched or poked another
student‚ I joined in
32. When someone else threw something at
another student‚ I joined in

1 2 3 4 5

Victim never rarely sometime very always

s often
33.I have been called mean names

34.I have been made fun of

35.I have been purposely left out of something

36. I have been ignored

37. I have been pushed around‚ punched or

slapped
38. I have been pushed or shoved

39. People have told lies about me

40. People have tried to make others dislike me

41. I have been threatened by others

42. People have damaged or broken something

that was mine
43. I have had things taken from me

44. People have made me do things I did not want

to do
45. I have been tripped by another student on
purpose
46. I have had my books knocked out of my hands
on purpose
47. I have been pinched or poked

48.I have had something thrown at me

1 2 3 4 5

Defender never rarely sometimes very always

often
49. I tried to make people stop spreading rumors
about others
50. When I saw someone being mean to
others‚ I threatened to tell an adult if it didn’t stop
51. I told someone that picking on others is mean
and they should not do it
52. I tried to make someone feel better after they
were picked on
53. I tried to become friends with someone after
they were picked on
54. I encouraged someone to tell an adult after they
were picked on
55.I defended someone by telling people that a
rumor is not true
56. I defended someone who was being
pushed‚ punched‚ or slapped
57. When I saw someone being picked on‚ I told an
adult
58. I defended someone who had things purposely
taken from them
59. I defended someone who was being called
mean names
60. I tried to include someone if they were being
purposely left out
61. I helped someone who had their books knocked
out of their hands on purpose
62. I helped someone who was purposely tripped

63. When I saw someone being physically

harmed‚ I told an adult
64. I defended someone who I thought was being
tricked on purpose

1 2 3 4 5
never rarely sometimes very always
Outsider often
65. I ignored lies people spread about other
students
66. I ignored it when I saw someone threatening
another student
67. I pretended not to notice when another student
was being pushed‚ punched‚ or slapped
68. I pretended not to notice when things were
taken or stolen from another student
69. I pretended not to notice when rumors were
being spread about other students
70. I ignored it when I saw someone making fun of
another student
71. I pretended not to notice a situation that
purposely left someone out
72. I ignored it when someone was calling another
student bad names
73. I ignored it when I saw someone breaking or
damaging another student’s things
74. I have walked away when I saw someone else
being picked on
75. I pretended not to notice when someone else
knocked the books out of another student’s hands
on purpose
76. I pretended not to notice when someone else
tripped another student on purpose
77. I ignored it when someone else pinched or
poked another student
78. I ignored it when someone else threw
something at another student
79. I ignored it when someone else tricked another
student
80. I pretended not to notice when someone was
destroying another student’s property

THANKYOU SIR GODBLESS!