Effects of Verbal and Physical Bullying Among the Students of Grade 7

by:

David, Anna Mae Ranoco

Orolaza, Chezka Romeo

Mabunga, Cheska Quartero

Viñas, Angelo Chavez

Adorna, Immanuel Herrero

Macabutas, Carl Lacbayo

Bacuño, Arianne Villena

Ducusin, Regine Joy Serapion

Nava, Julia Marie Genito

CHAPTER 1

THE PROBLEM ANG ITS BACKGROUND

This chapter includes the introduction, background of the study, scope and

limitation, statement of the problem, conceptual framework, and definition of

terms used.

INTRODUCTION

Children all around the world are regularly exposed to dangerous and

continuously changing types of bullying in schools. School bullying is a serious

developmental hindrance that has a detrimental impact on children's emotional

and physical well-being as well as their capacity to succeed in school.

Because trauma typically alters life-course trajectories, school bullying victims

frequently transfer the effects of such experiences outside of schools (Peguero &

Sung Hong, 2020). In addition to its direct effects, bullying at school frequently

serves as a catalyst for other issues children confront at school, such as

violence, which is a top public health problem, according to the Centers for

Disease Control and Prevention (CDC).

According to Peguero & Sung Hong's definition of bullying, it consists of "(a)

physical harm toward a person (e.g., hitting, kicking, pushing) or making fun of,

excluding, and/or spreading rumors about a person, (b) victimization occurring

repeatedly over time, and (c) the victims do not have equal strength or power to

the bully" (Peguero & Sung Hong, 2020).

 School bullying is deliberate, long-lasting aggression and victimization where

there is an unequal power dynamic between the perpetrator and the victim. Other

kids at the same school are frequently aware of the bullying but choose not to

report it for fear of becoming the next victim (Zych, Farrington, Llorent & Ttofi,

2017).

Bullying has always been poorly defined in terms of its breadth and scope.

Bullying was typically thought of as playful taunting of children. According to

Zych, Farrington, Llorent, and Ttofi (2017), this definition has since extended to

include a wide range of bullying behaviors involving various school student

populations and more recently, online platforms.

Four basic types of school bullies have been classified by researchers: (1)

physical bullies who employ physical force, such as striking or kicking. Boys are

more likely to engage in physical bullying than are verbal bullies, who injure or

humiliate their victim with words. In schools, it can be more difficult to see this

type of bullying because there are no outward signs of it, despite the fact that it

can have severe effects on the victims' mental health; third, there are relational

bullies, who actively encourage their classmates to reject certain kids from

school. (4) Reactive bullies, who instinctively provoke their victims into fighting or

arguing with them (Smokowski & Kopasz Holland, 2005). This type of bullying is

widespread among girls.

BACKGROUND OF THE STUDY

The effects of verbal and physical bullying have been a topic of extensive

research in the fields of psychology, sociology, and education. Verbal bullying

involves the use of words, such as insults or teasing, to hurt or humiliate others,

while physical bullying involves the use of physical force to intimidate or harm

others.

Studies have shown that both forms of bullying can have negative effects on

the well-being of victims, including increased anxiety, depression, and low self-

esteem. Victims of bullying may also experience social withdrawal, difficulty in

forming relationships, and academic difficulties.

Research has also shown that verbal and physical bullying can have different

effects on individuals. For example, verbal bullying may be more likely to lead to

psychological distress, while physical bullying may result in physical injuries.

In addition to the effects on the victim, bullying can also have negative effects

on the perpetrators and on the wider community. Perpetrators of bullying may

experience social and academic difficulties, and may be more likely to engage in

delinquent behavior later in life. Bullying can also create a negative school

climate and may lead to decreased academic achievement and attendance.

Given the harmful effects of bullying, understanding the nature and

consequences of verbal and physical bullying is important for developing

effective prevention and intervention strategies.

SCOPE AND LIMITATION

This study focuses on what may be the effects of verbal and physical bullying

among the student of grade 7 at Montalban Heigts National High School

(MHNHS). This research is limited to the Grade 7 students. At Montalban Heights

National High School, 30 randomly chosen grade 7 students will be the subjects

of the data collection. Only students at Montalban Heights National High School's

grade 7 for the academic year 2022–2023 are included in this study.
STATEMENT OF THE PROBLEM

The impacts of bullying on students were the main focus of this study.

Particularly, the answers to the following questions can be found in the available

material resources.

General Problems:

This study aims to identify what kind of bullying they are experiencing and the

effects of verbal and physical bullying among the students of Montalban Heights

National High School.

Specific Problems

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

1.1 Age

1.2 Sex

2. What are the types of bullying do you experience?

2.1 Physical

2.1.1 Punching

2.1.2 Kicking

2.1.3 Shoving

2.1.4 Pinching

2.1.5 Tripping
 2.1.6 Hitting

2.1.7 Hair Pulling

2.1.8 Scratching

2.1.9 Throwing Objects

2.1.10 Choking

2.2 Verbal

2.2.1 Teasing

2.2.2 Name-Calling

2.2.3 Inappropriate Sexual Comments

2.2.4 Taunting

2.2.5 Threatening to Cause Harm

2.2.6 Body Shaming

2.2.7 Lying or Spreading Rumors

2.2.8 Offensive Comments

2.2.9 Embarrassing You

2.2.10 Intimidation

3. What are the effects of bullying that you have experienced?

3.1 Injuries

3.2 Trauma

3.3 Uncomfortable

3.4 Shyness

3.5 Loneliness

3.6 Depression
3.7 Anxiety

3.8 Attempted Self-Harm

3.9 Suicidal Thoughts

3.10 Bruise / Wounds

 CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

Profile of the Conduct a survey using The effects of verbal

respondents according the questionnaire. and physical bullying
to: among the grade 7
students of Montalban
1. Sex Analysis and Heights National High
interpretation of the School (MHNHS) will
2. Age
data. be determined.

What are the effects of

bullying that they have
experienced?

FEEDBACK

FIGURE 1

The Conceptual Framework of the study on the effect of verbal and physical

bullying among the grade 7 students of Montalban Heights National High School

(MHNHS)
DEFINITION OF TERMS
CHAPTER 2

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter discusses the related literatures and studies both foreign and local.

This chapter presents relevant background information necessary for the study.

Foreign Literature

The existing anti-bullying measures are ineffective, claim Marc A. Brachett and

Susan E. Rivers in their 2014 article. The efforts primarily target the bullying

system rather than its root causes, which most likely include a lack of emotional

intelligence. A key element must be emotional intelligence. What kids need is an

education in emotional intelligence that can help them manage their fears and

anxieties and stop them from hurting other people.

Dr. Neeti Kohli, an anesthesiologist in Oklahoma City, has developed a three-

step approach program that requires parental involvement. The second stage in

reducing bullying, according to her, is understanding its causes, therefore she

aims to use class parents to promote talks and educate parents of students in

ways that are simple to understand. This involves educating kids on the value of

reporting bullying and identifying when they are the bullies themselves. Teaching

children empathy and providing them with resources to deal with bullying is the

third step.
Local Literature

Every person has a right to protection from abuse and violence. Patricia

deCastro-Cuyugan talked about how parents may assist schools in keeping their

children safe in her piece. The Philippine government created the Anti-Bullying

Act to safeguard kids from bullies. According to the Anti-Bullying Act, bullying

occurs when one or more of the following take place as a result of activities taken

by a single student or group of students that are verbal, physical, even electronic

or online. A student believes the school to be a hostile, unsafe environment; a

student feels as though their rights have been violated; a student fears potential

bodily or emotional harm or damage to their property; a student worries

disruption of the learning process; and a student fears for the safety and order on

school property. The role of a school goes beyond that of a place of instruction.

Additionally, it must be able to offer a secure environment for learning, growth,

and success for pupils. The Anti Bullying Act has made it such that both parents

and students can feel that school is a place where they can be safe.

According to Mark Llego's (2015) article, the DepED Child Protection Policy

attempts to shield children from all sorts of violence that may be committed

against them by adults, those in positions of power, and other pupils, including

bullying and potential penalties. This article also discusses laws that can shield

kids from bullying and how to deal with it. To protect the safety of the children,

however, is not just the government's obligation; it is also the responsibility of the

parents and the schools.

Tables

Profile of the respondents in terms of Sex

SEX FREQUENCY PERCENTAGE

Male 15 50%

Female 15 50%

Total 30 100%

Table 1 reveals that both males and females contain 50%. Out of 30

respondents, 15 (or 50%) are both female and male.

Profile of the respondents in terms of Age

AGE FREQUENCY PERCENTAGE

12 16 53%

13 12 40%

14 2 7%

Total 30 100%

Table 2 reveals that most of the respondents are under the age of 12. Out of 30

respondents, 16 or 53% of the respondents are under the age of 12, 12 or 40%

are under the age of 13, and 2 or 7% are under the age of 14
Profile of respondents in terms of what type of physical bullying they're

experiencing

PHYSICAL BULLYING FREQUENCY PERCENTAGE

Punching 10 18%

Kicking 8 14%

Shoving 0 0%

Pinching 1 2%

Tripping 4 7%

Hitting 11 20%

Hair Pulling 14 25%

Scratching 3 5%

Throwing Objects 3 5%

Choking 2 45%

Total 56 100%

Table 3 shows that most respondents chose their experience of physical bullying

as hair pulling. Out of 30 respondents, 13 or 25% chose hair pulling, 11 or 20%

chose hitting, 10 or 18% chose punching, 8 or 14% chose kicking, 4 or 7% chose

tripping, 3 or 5% chose both scratching and throwing objects, 2 or 4% chose

being bullied, 1 or 2% chose pinching, and no one chose pushing as their

bullying experience.
Profile of respondents in terms of what type of verbal bullying they're

experiencing

VERBAL BULLYING FREQUENCY PERCENTAGE

Teasing 11 16%

Name-Calling 14 21%

Inappropriate Sexual 2 3%

Comments

Taunting 1 1%

Threatening to Cause 1 1%

Harm

Body Shaming 16 27%

Lying or Spreading 3 4%

Rumors

Offensive Comments 7 10%

Embarrassing You 9 13%

Intimidation 3 4%

Total 67 100%

Table 4 shows that most respondents chose their experience of verbal bullying

as Body Shaming. Out od 30 respondent, 16 or 27% chose Body Shaming, 14 or

21% chose Name-Calling, 11 or 16% chose Teasing, 9 or 13% chose

embarrassing them, 7 or 10% chose Offensive Comments, 3 or 4% chose both

Lying or Spreading Rumors and Intimidation, 2 or 3% chose Inappropriate Sexual

Comments, 1 chose both Taunting and Threatening to Cause Harm as their

bullying experience.

Profile of respondents in terms of what the effects of bullying are on them

EFFECTS FREQUENCY PERCENTAGE

Injuries

Trauma

Uncomfortable

Shyness

Loneliness

Depression

Anxiety

Attempted Self Harm

Suicidal Thoughts

Bruises / Wounds

Total