PUG-OS NATIONAL HIGH SCHOOL

Pug-os, Cabugao, Ilocos Sur

“TEEANAGE PREGNANCY”

Presented by:
ALDRIN SUMAGIT

A Research Paper in English 10

Presented to:
MRS. RIA D. SAMELIN

March 11, 2019

I. INTRODUCTION

A. Background of the Study

School is said to be the place where children learns and molds themselves into someone
they wanted to be. But that is not the only luxury that schools can give, they can also be a
battlefield, a place of survival some may seem, where the famous and beautiful are honored
and respected while the poor little once are bullied. Bullying is a big problem now in our
society and what’s alarming is the breeding ground of this plague is our school. Our very own
second home is the ground for bullies. But before we trigger into the problem let us first
define what a bully is. According to the New Webster’s Dictionary of the English Language,
a bully is “someone who enjoys oppressing others weaker than himself”. There are different
factors that may affect a person’s behavior it may be caused by its environment, history and
other related matters. And one of the main factors of this change is caused by bullying, it may
depress someone thus making his/her self-esteem degrades. Nowadays, we must not seem to
notice events such as bullying but some incidents must be as vivid as crystals, we can’t just
identify if it is already an act of bullying or just another forms of it. We as students undergo
same challenges in our daily lives and experienced bullying at the same time. Bullying must
be stop. ‘But how?’ What makes a child a bully? How can we overcome bullying? These
questions are the main reasons of our study. And the answers are soon to be found.
Bullying is all about behavior, how a person interacts and behaves. Let us first dig into
the early ideas about behavior. “From earliest times, people have sought to explain behavior
and to find remedies for behavior disorders. Archaeological evidence shows that Stone Age
people engage in a practice called ‘trephining’ To cure behavior disorders. Trephining
involved chipping away a hole in the disturbed person’s skull to allow the evil spirits inside
to escape. This might have actually cured some types of disorders by relieving pressure on
the brain. Some trephined skulls show growth over the wound indicating that some people
miraculously survived this treatment” (Rayland, R.G. Invitation to Psychology, 2002) Even
thousands of years ago behavior is one of the most mysterious aspects of the human
composition. It does affect everything and anyone around you. Bullying may not be
considered a serious mental disorder rather it is a rude or unacceptable actions towards others
that may cause physical or emotional pressure towards the victim. Bullies are people who
have their reasons too; they may have undergone the same problem and just trying to repeat it
to avenge them. Or they may have other factors that turned them into a dark shade.

B. Statement of the Problem

Bullying still appears to be a big hindrance to one’s emotional growth. Hence, it also
affects the victim physically. These following questions aim to support this topic:
1. What is bullying?
2. What are the possible reasons of bullying?
3. What type of people is directly affected by bullying?
4. What are the effects of this to one’s individual growth? (emotional and physical
growth)
5. How does it affect our community and society?
6. What are the possible ways to stop bullying in the community or society?
 C. Purpose of the Study
The study aimed to achieve the following objectives:
1. To specify the impact of bullying in schools in general
2. To find out the impact of bullying in schools on students’ academic achievement.

D. Definition of Terms
 Bullying – the process of intimidating or mistreating somebody weaker or in a more
vulnerable situation.
 Bully – an aggressive person who intimidates or mistreats weaker people.
 Behavior - the way in which somebody behaves.
 Metamorphosis – A marked change in appearance, character, condition, or function.
 Trephining – to remove a circular section from a bone, especially the skull, or from
corneal tissue with a trephine.
 Verbal Bullying – using words or language, especially to opposed someone.
 Youth - is defined as the period between childhood and adult age.
 Cyber bullying - defined in legal glossaries as actions that use information and
communication technologies to support deliberate, repeated, and hostile behavior by
an individual or group, that is intended to harm another or others.

E. Significance of the Study

The findings of this study will show may help certain groups or individuals may be able
to gain are as follows: Students – They may help them bear their ability of their mind as they
are luckier than those who are bullied. And enable to come to school to learn by their parents,
thus will challenge them to strive harder and upgrade their knowledge and intelligence so that
the difficulties of their parents may pay as they see that it is worth it at the end of the day. To
all the parents – Parents will be able to know that they should have a sense of dedication and
responsibility as a model and mentor to their children as parents in implementation to give
some strategies for the development of their kids though as they may experience challenges
in life as they go through bringing them in the state of they can be proud of to be the parents
even of those who overcome the effects of being bullied.

II. BODY
1. What is bullying?
Bullying is an intentional behavior that hurts, harms, or humiliates a student, either
physically or emotionally, and can happen while at school, in the community, or online.
Those bullying often have more social or physical “power,” while those targeted have
difficulty stopping the behavior. The behavior is typically repeated, though it can be a
one-time incident. Students often describe bullying as when “someone makes you feel
less about who you are as a person.” Bullying is done with a goal to hurt, harm, or
humiliate. With bullying, there is often a power imbalance between those involved, with
power defined as elevated social status, being physically larger, or as part of a group
against an individual. Students who bully perceive their target as vulnerable in some way
and often find satisfaction in harming them. In normal conflict, children self-monitor their
behavior. They read cues to know if lines are crossed, and then modify their behavior in
response. Children guided by empathy usually realize they have hurt someone and will
want to stop their negative behavior. On the other hand, children intending to cause harm
and whose behavior goes beyond normal conflict will continue their behavior even when
they know it's hurting someone.

2. What are the possible reasons of bullying?

 Stress and Trauma: Our data shows that those who bully are far more likely than
average to have experienced a stressful or traumatic situation in the past 5 years.
Examples include their parents/guardians splitting up, the death of a relative or the
gaining of a little brother or sister. It makes sense because we all respond to stress
in very different ways. Some of us use positive behaviours, such as meditation,
exercise and talking therapy – designed to relieve the stress. Others use negative
behaviours such as bullying, violence and alcohol abuse, which temporarily mask
the issues but usually make them worse in the long-term. The research shows that
some people simply do not know how to positively respond to stress and so default
to bullying others as a coping mechanism.
 Aggressive Behaviours: 66% of the people who had admitted to bullying
somebody else were male. Take a minute to think about how guys are raised in our
culture and compare that to the ways in which girls are raised. The moment a guy
starts to show any sign of emotion, he’s told to man up and to stop being a girl. For
girls, it’s encouraged that they speak up about issues that affect them. For guys, it’s
discouraged and so they start to respond with aggressive behaviours, such as
bullying, as a way of coping with issues that affect them. This is why guys are
more likely than girls to physically attack somebody or to commit crimes. It isn’t
something they are born with, it’s a learned behaviour that is actively taught by
society using dysfunctional gender norms and roles.
 Low Self-Esteem: In order to mask how they actually feel about themselves, some
people who bully focus attention on someone else. They try to avoid any negative
attention directed at them by deflecting. But know they might look in the mirror at
home and hate the way they look. There is so much pressure to live up to beauty
and fitness standards. We are taught to compare ourselves to others, instead of
embracing our own beauty.
 They’ve Been Bullied: Our research shows that those who have experienced
bullying are twice as likely to go on and bully others. Maybe they were bullied as
kids in the past, or maybe they are being bullied now. Often it’s used as a defence
mechanism and people tend to believe that by bullying others, they will become
immune to being bullied themselves. In fact, it just becomes a vicious cycle of
negative behaviours.
 Difficult Home Life: 1 in 3 of those who bully people daily told us that they feel
like their parents/guardians don’t have enough time to spend with them. They are
more likely to come from larger families and are more likely to live with people
 other than their biological parents. There are often feelings of rejection from the
very people who should love them unconditionally. They are also much more
likely to come from violent households with lots of arguments and hostility.
 Low Access to Education: Without access to education, hate-based conversation
directed at others may be the norm. They may not understand what hate speech is
and why speaking about people in a derogatory way is not appropriate.
 Relationships: Finally, those who bully are more likely to feel like their
friendships and family relationships aren’t very secure. In order to keep
friendships, they might be pressured by their peers to behave in a certain way.
They are more likely to feel like those who are closest to them make them do
things that they don’t feel comfortable doing and aren’t very supportive or loving.

3. What are the effects of bullying?

Bullying behaviour impacts the whole-school community. Bullying has detrimental
effects on students' health, wellbeing and learning. It can make students feel lonely,
unhappy and frightened. It’s not just the students being bullied who are affected. Most
students say they don’t like seeing bullying in their school – it makes them feel worried
and uncomfortable. Students who bully others are also more likely to have problems and
be unhappy. Being bullied can affect everything about a child: how they see themselves,
their friends, school, and their future. Students who are bullied often experience
depression, low self-esteem that may last a lifetime, shyness, loneliness, physical
illnesses, and threatened or attempted self-harm. Some students miss school, see their
marks drop or even leave school altogether because they have been bullied. Verbal and
social/relational bullying can be just as harmful as physical bullying. Students who
engage in bullying also risk poor long term outcomes, including leaving school early.
Some students engage in bullying for a short time only and then stop either because they
realise it’s wrong or they are supported to learn more appropriate behaviour. A small
group of students continue to bully others over many years. Parents, and schools need to
support those who bully others to learn more appropriate ways to get on with others and
deal with conflict and social challenges. Although most research in this area focuses on
the impacts of bullying on initiators and targets, bullying may also have a negative impact
on bystanders, those who witness bullying. Even if a child isn’t being bullied, they can be
affected by it. No one can do well when they feel unsafe. Addressing bullying effectively
has benefits for the future of everyone.

4. How to stop bullying in school?

The best and most obvious way to stop bullying in schools is for parents to change the
way they parent their children at home. Of course, this is much easier said than done and
everyone parents their children differently. Bullies, however, come from homes where
physical punishment is used and children have been taught that physical violence is the
way to handle problems and “get their way.” Bullies usually also come from homes
where the parents fight a lot, so violence has been modelled for them. Parental
involvement often is lacking in bullies’ lives and there seems to be little warmth. Early
intervention and effective discipline and boundaries truly is the best way to stop bullying,
but parents of the victims or therapists cannot change the bully’s home environment.
Some things can be done at the school level, however.
1. Most school programs that address bullying use a multi-faceted approach to the
problem. This usually involves counseling of some sort, either by peers, a school
counselor, teachers, or the principal.
2. Hand out questionnaires to all students and teachers and discuss if bullying is
occurring. Define exactly what constitutes bullying at school. The questionnaire is a
wonderful tool that allows the school to see how widespread bullying is and what
forms it is taking. It is a good way to start to address the problem.
3. Get the children’s parents involved in a bullying program. If parents of the bullies and
the victims are not aware of what is going on at school, then the whole bullying
program will not be effective. Stopping bullying in school takes teamwork and
concentrated effort on everyone’s part. Bullying also should be discussed during
parent-teacher conferences and PTA meetings. Parental awareness is key.
4. In the classroom setting, all teachers should work with the students on bullying.
Oftentimes even the teacher is being bullied in the classroom and a program should be
set up that implements teaching about bullying. Children understand modeling
behaviors and role-play and acting out bullying situations is a very effective tool.
Have students role-play a bullying situation.
Rules that involve bullying behaviors should be clearly posted. Schools also could ask
local mental health professionals to speak to students about bullying behaviors and
how it directly affects the victims.
5. Schools need to make sure there is enough adult supervision at school to lessen and
prevent bullying.
A child who has to endure bullying usually suffers from low self-esteem and their
ability to learn and be successful at school is dramatically lessened. Schools and parents
must educate children about bullying behaviors; it will help all children feel safe and
secure at school. Children who bully need to be taught empathy for others’ feelings in
order to change their behaviors and the school must adopt a zero-tolerance policy
regarding bullying.

5. What are the types of bullying?

There are many different types of bullying that can be experienced by children and
adults alike, some are obvious to spot while others can be more subtle. The different types
of bullying that we look at below are some of the ways that bullying could be happening.
 Physical bullying - Physical bullying includes hitting, kicking, tripping, pinching
and pushing or damaging property. Physical bullying causes both short term and
long term damage.
 Verbal bullying - Verbal bullying 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. Keep reading in this section for techniques to deal with verbal
bullying.
  Social bullying - Social bullying, sometimes referred to as covert bullying, is often
harder to recognise and can be carried out behind the bullied person's back. It is
designed to harm someone's social reputation and/or cause humiliation.
 Cyber bullying - Cyber bullying can be overt or covert bullying behaviours 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.

III. CONCLUSION
I concluded that bullying exists an almost every school either governmental or private one
but with different levels. The search found that school bullying affect academic achievement
either for the victims who suffer from these phenomena and in the same time it affects the
bullies themselves. I suggested that teachers and the school management have to take
different measures for the purpose of reducing the bullying volume. Moreover teachers
should coordinate with bully’s students. Teachers and school management have to set some
programs for bullies to mitigate the school bullying.

BIBLIOGRAPHY
Raskauskas, J., & Modell, S. (2011). Modifying anti-bullying programs to include students
with disabilities. Teaching Exceptional Children, 44(1), 60-67.
https://www.pacer.org/bullying/resources/info-facts.asp

Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bully perpetration and
victimization in special education: A review of the literature. Remedial and Special
Education, 32(2), 114-130. https://www.ditchthelabel.org/why-do-people-bully

Sekol, I., & Farrington, D. P. (2016). Personal characteristics of bullying victims in

residential care for youth. Journal of Aggression, Conflict and Peace Research, 8(2), 99-
113. https://www.bullyingfree.nz/about-bullying/the-effects-of-bullying/

Quiroz, H. C., Arnette, J. L., & Stephens, R. D. (2006). Bullying in schools: Discussion
activities for school communities. Retrieved from https://psychcentral.com/lib/how-do-
we-stop-bullying-in-schools/

Mishna, F. (2003). Learning disabilities and bullying. Journal of Learning Disabilities, 36(4),
336-347. https://www.ncab.org.au/bullying-advice/bullying-for-parents/types-of-bullying/

Jankauskiene, R., Kardelis, K., Sukys, S., & Kardeliene, L. (2008). Associations between
school bullying and psychosocial factors. Social Behavior and Personality, 36(2), 145-
162. https://doi.org/10.2224/sbp.2008.36.2.145

Gomez-Ortiz, O., Romera, E. M., & Ortega-Ruiz, R. (2016). Parenting styles and bullying.
The mediating role of parental psychological aggression and physical punishment. Child
Abuse & Neglect, 51, 132-143. https://doi.org/10.1016/j.chiabu.2015.10.025
 BULLYING OUTLINE

I. INTRODUCTION

A. Background of the Study

B. Statement of the Problem

C. Purpose of the Study

D. Definition of Terms

E. Significance of the Study

II. BODY

1. What are the possible reasons of bullying?

2. What is bullying?

3. What are the effects of bullying?

4. How to stop bullying in school?

5. What are the types of bullying?

III. CONCLUSION

BIBLIOGRAPHY
PUG-OS NATIONAL HIGH SCHOOL
Pug-os, Cabugao, Ilocos Sur

“BULLYING”

Presented by:
JONALENE MAI DEL ROSARIO

A Research Paper in English 10

Presented to:
MRS. RIA D. SAMELIN

March 11, 2019

1. How does the impact of bullying on students with exceptionalities affect student’s

academic success?

2. Are all teachers willing to help students that are bullied?

3. Are there any ways/steps to stop bullying in school?

4. How might a teacher’s observations of bullying inform the academic well being of a

student?

5. How do experiences of bullying impact students with exceptionalities?

6. How do teachers adapt their practice for students whose academic success is being

affected by bullying?

7. Are you infavor for giving consequences for a bully person?

8. Is there any right for a bullying for person to depend herself/himself?

9. Are you willing to help to stop bullying?

10. How to avoid bullying?