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Republic of the Philippines DEPARTMENT OF EDUCATION Cordillera Administrative Region Schools Division of Apayao Southern Conner District CONNER NATIONAL HIGH SCHOOL “BULLYING AMONG JUNIOR HIGH SCHOOL STUDENTS IN CONNER NATIONAL HIGHSCHOOL” A Research Paper Proposal Presented to; Mrs. Geraldine Salvador Conner National High school Buluan, Conner, Apayao In Partial Fulfilment of the Requirements for our Subjects (Practical Research 1 & 2) JOY MOGA RUFFA MAE FLORA CHRISTIAN LICAYO ROWEL ARANIA October 2019 Republic of the Philippines DEPARTMENT OF EDUCATION Cordillera Administrative Region Schools Division of Apayao Southern Conner District CONNER NATIONAL HIGH SCHOOL Conner National High school Senior High school Buluan, Conner, Apayao September 9, 2019 Dear Respondents, We, the undersigned Grade 12 students taking up Humanities and Social Sciences are currently conducting an action research titled: THE EFFECT OF COUNSELING AS A SOLUTION TO THE INCREASING NUMBER OF BULLIES IN CONNER NATIONAL HIGHSCHOOL. In this connection, may we seek your time and cooperation to answer the survey questionnaire provided to you. Rest assured that the information that you provided will be kept highly confidential. Thank you and God bless! Respectfully yours, Joy Moga Ruffa Mae Flora Noted: GERALDINE P. SALVADOR Research Adviser Approved: RICARDO P. GAMMAD School Principal Republic of the Philippines DEPARTMENT OF EDUCATION Cordillera Administrative Region Schools Division of Apayao Southern Conner District CONNER NATIONAL HIGH SCHOOL CONTENTS PRELIMINARIES Page Tittle Page ……………………………………….. i Approval Sheet .………………………………………. ii Acknowledgment ……………………………………….. iii Dedication ……………………………………….. iv CHAPTER 1: THE PROBLEM AND ITS BACKGROUND Introduction ………………………………………. 1 Statement of the Problem ……………………………………… 1 Conceptual Framework ……………………………………… Scope and Limitation of the Study …………………………………. 1 Significance of the Study ……………………………………… 1 CHAPTER II: REVIEW OF RELATED LITERATURE Related literature ……………………………………… Related studies ……………………………………… CHAPTER III: RESEARCH METHODOLOGY Research Design …………………………………….. Locale of the Study …………………………………….. Respondents of the Study …………………………………….. Research Instrument …………………………………….. Data Gathering Procedures ……………………………………. BIBLIOGRAPHY …………………………………….. Republic of the Philippines DEPARTMENT OF EDUCATION Cordillera Administrative Region Schools Division of Apayao Southern Conner District CONNER NATIONAL HIGH SCHOOL APPENDICES Page Appendix A: Business Letter ……………………………………… Appendix B: Questionnaire ……………………………………… Appendix C: Curriculum Vitae ……………………………………… LIST OF FIGURES Research Paradigm ……………………………………… Republic of the Philippines DEPARTMENT OF EDUCATION Cordillera Administrative Region Schools Division of Apayao Southern Conner District CONNER NATIONAL HIGH SCHOOL Chapter 1 The Problem and Its Background Introduction According to some researchers school is said to be the place where children learns and mold 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 honoured and respected while the poor little once are bullied. Bullying is a big problem now in our society and what’s alarming is that the breeding ground of this plague is our school. Our very own second home is the ground of 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 other weaker than himself.” There are different factors that may affect a person’s behaviour it may be 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. The focus of this study is to lessen the increasing number of bullies’ student in Conner National High School (CNHS). We the Senior High school researchers want to aide this problem by the use of counselling with the help of the guidance counsellor of CNHS which is Sir Tandy Digbay. And if ever counselling did not going to work to stop the increasing number of bullies in CNHS, our second solution is incorporating the topic of bullying prevention in lessons and activities with the help of the teachers in CNHS. Example of the activities to teach about bullying include presentations, such as speech or role play on stopping bullying, discussions about topics like reporting bullying and creative writing, such as poem speaking out against bullying or story about Republic of the Philippines DEPARTMENT OF EDUCATION Cordillera Administrative Region Schools Division of Apayao Southern Conner District CONNER NATIONAL HIGH SCHOOL CHAPTER II Review of Related Literature Bullying is not a new issue that students and schools face. In fact over the years it has been viewed as being so common place in schools that it has been overlooked as a threat to students and reduced to a belief that bullying in a development stage that most youth will experience then get over (Ross, 2002, p. 107). Bullying exist in all communities since long time. Bullying exists either in developed or developing societies. Bullying starts in early age. Child starts to build an initial concept of bullying. Then, it starts increasing and continues until it reaches its peak in the basic phase stage. It continues in higher basic stage, and then started to decline at secondary level (Dickerson, 2005). Bullying is considered a common form of violence in schools. Various studies indicated that bullying makes schools to be unsafe places for school students and it contributes in the belief that some schools are become not safe anymore (Maliki et. al, 2009) Researchers classify bullying behaviours into four categories: Physical, Verbal, Relational and Cyber Bullying. Physical bullying includes any type of physical assault on the target such as hitting, spitting, pushing or kicking. It can also involve taking or damaging another student’s property. Verbal bullying includes verbal statements such as name-calling, teasing or making threats, making offensive remarks or joking about someone’s race, religion, social status, gender or the way that they look. Relational bullying includes indirect attempts to damage the targets reputation by spreading rumours, ignoring the target or telling others not to be friends with the target. Finally, Cyber bullying utilizes electronic such as emails, social media or texting to intentionally harm another student. (Stop bullying. Gov.) a website managed by the U.S. Department of Health and Human Services, verbal and social bullying or the Cyber bullying are the two most common types, including things like name-calling, teasing, spreading, rumours, stealing belongings, sexual comments and gestures or physical violence’s. Republic of the Philippines DEPARTMENT OF EDUCATION Cordillera Administrative Region Schools Division of Apayao Southern Conner District CONNER NATIONAL HIGH SCHOOL Physical bullying happens less often that social bullying and cyber bullying, though it is becoming increasingly prevalent, is still less common. Alison (2016) stated that bullying is considered as global problem that affect emotional, social and physical wellbeing of a student worldwide. Shaftqat (2015, p. 45) argued that bullying in schools occurs in any place either in school building or around school building and may occur in bathrooms, school buses, and in classes which may require group work or after school activities. School bullying is a widespread issue that affects school students in many parts of their lives such as; psychologically, educationally and professionally. Sekol and Farrington (2016) found that bullies, compared to non-bullies have been bullied before. Bullying at school affects academic achievement since bullied children feel fear and weak and in the same time it affect’s students personally traits and self-confidence. Cynthia (2014) analysed bullying impact on student’s performance either in short or long term. She found that there are differences in relationship between bullying level and academic performance depending on student’s academic achievement. Nadine (2014) investigated bullying impact on student’s ability to academically succeed. Academic achievement is the first aspect which influences bullying at school. Therefore, bullied students live within fear, self-blame, feel weak and it affects their personality traits and self-confidence, so this situation makes them unable to study and they might hate going to school. Furthermore, they will lose their opportunities to participate with others or enjoy school activities. Hence, they will gain less academic performances and low educational attainment. Bullying and low academic achievement are frequently linked. Juvenon is quoted saying “students who are repeatedly bullied received poorer grades and participate less in class discussions… students may get mislabelled as low achievers because they do not want to speak up in class for fear of getting bullied.” Juvenon also remarked that “once students get labelled as ‘DUMB’ they get picked on and performed even worse”. Students who are bullied show less academic improvement due to a fear of standing out. As a result, teachers often identify Republic of the Philippines DEPARTMENT OF EDUCATION Cordillera Administrative Region Schools Division of Apayao Southern Conner District CONNER NATIONAL HIGH SCHOOL those students as low achievers or unmotivated learners. These students may then receive less attention from teachers which only pushes them further down the academic rankings in their school. (Michigan Association of school Administrators) the effects of bullying extend far beyond the Academic scope. Students who are repeatedly bullied may experience physical symptoms like stomach pains, headaches, and trouble sleeping. These side effects may pair with anxiety about going to school or participating in class which only leads to further loss of interest and reduced academic performances. Students who are bullied often exhibit low self-confidence, frequently experiencing depression, suicidal thoughts and even violent outbreaks. And students who bully other students also experience some negative side effects. For example, research suggests that students who bully are more likely to engage in violent behaviour, to steal or vandalize property, to smoke, to drink, to report poor grades and to carry a gun. The results of multiple long-term research studies that these students are also more likely to commit serious crimes later in life. Unfortunately, it is not always easy to spot a bully, bullies can be some of the students with the highest social skills or the best grades- they may even be good at integrating themselves with administrators, teachers and other adults. When it is difficult to identify the bully, it is difficult also for the school to take action. Research shows that middle school has the highest rate of bullying than any other school level. At this level, bullying is both direct and indirect and the percentages of incidents that occur are approximately the same for both males and females, however males were slightly higher for both bullying and being bullied. Harris and Hathorn (2006, p. 55) quote a study indicating that “86% of Junior High students indicated that they had been bullied.” Although the number of incidents decreases, it does continue to happen through High school. Harris and Hathorn (2006, p. 55) state that “in secondary schools, bullying is more indirect and is more likely to occur with an older student bullying a younger student.” They have categorized these indirect behaviours into four categories; relational aggression, verbal bullying, racial bullying and other. Relational aggression refers to behaviours such as “giving hurtful nicknames, making humiliating Republic of the Philippines DEPARTMENT OF EDUCATION Cordillera Administrative Region Schools Division of Apayao Southern Conner District CONNER NATIONAL HIGH SCHOOL worst and act accordingly. The parents have unusually high tolerance for child’s aggressive behaviours toward other children and may encourage physical aggression for conflict resolution with other children. (p.111) recognizing that these children who have been labelled bullies are more likely victims of bullying as well as an important factor for more effective interventions for their behaviours. Ross summarizes a study that was done in Finland explaining that during their adolescent years bullies are just as likely to be at risk for depression and suicide as victims and when depression is controlled it is bullies who have a higher suicide ideation, concluding they are more like victims than previously believed (p.110). If the bullying behaviours are not intervened then some of their children could continue into a life of violence and potentially crime. Ross shows in a longitudinal study by Eron and Hussmann, that children who bullied at age 8 had a 1:4 chance of having a criminal record by the age 30. Children who did not bully at age 8 had a 1:20 chance of having a criminal record. Those with criminal records were convicted of crimes ranging petty theft to serious crimes such as murder. The study also showed that they did not achieve as well academically (many having dropped out of high school) or professionally. It also showed that they are socially below the non-bully group or more abusive to spouses and children. Perpetuating the victim-bully cycle, this study showed that their children were labelled as bullies as well (p.109) Victims can also be separated into two distinct groups; passive victims and provocative victims. Passive victims tend to have characteristics such as low self- concept and self- confidence, be sensitive emotionally and have fears of inadequacy. They tend to be physically smaller and weaker than other children their age and have ineffective social skills or poor interpersonal skills. They will often internalize and blame themselves for any issues that arise (Ross, 2002, p.115). Provocative victims on the other hand, are “far more assertive, confident, and active than other victims and are noted for prolonging a fight even when they are losing” (Ross, 2002, p.118) they are described as volatile, aggressive and create management problems at school. They have very few friends because they lack of social skills. A person may become victims partly Republic of the Philippines DEPARTMENT OF EDUCATION Cordillera Administrative Region Schools Division of Apayao Southern Conner District CONNER NATIONAL HIGH SCHOOL due to their temperament and partly from learned behaviours from their parents. The person may have a shy temperament and be hesitant to enter social situations or lack social skills that encourage friendship building. Ross adds that “ in some cases there has been too much family involvement in the victim’s life, with a consequent inability to handle situations on their own.” (2002, p.116) this overprotection often from the mother, but could from both parents and siblings. As bullying behaviours begin and then continue to happen to the victim, their life becomes “a rapid downward spiral” (Ross, 2002, p.117) their grades drop, their self- esteem is lowered, their self-blame rises; the longer it goes on the fewer friends they feel they have. Often because of victim’s tendencies to withdraw and avoid, they have not told a teacher or parent that the bullying is taking place, further reducing any supports they might otherwise have. If victimization continues their feeling of hopelessness will rise giving way for depression to set in. in extreme cases this is when the victim could become suicidal, homicidal or both. The long-term effects for victims of bullying are social problems and self-esteem problems. As adults, they tend to have little skill or shy away from social settings, are uncomfortable meeting new people, or may not trust new people. They may also find themselves in familiar, abusive relationships, not having learned the skills to be assertive. Bullying occurs in distinct forms, and in order to control for all of them, a school counsellor will need to familiarize themselves with the most common ways that it manifests. Depending on the degree of experience that a school counsellor has with various forms of bullying some will be better suited to address certain types of bullying incidents than others. No matter what kind of bullying, a school counsellor may be most naturally adept at addressing, all competent school counsellors can work to help students keep bullying from disrupting their lives in grades k-12. Counselling is designed to facilitate student achievement, improve student behaviour, attendance and help students develops socially. Mental health professionals with master’s degrees or beyond, school counsellor both provide counselling and serve an educational role in and Republic of the Philippines DEPARTMENT OF EDUCATION Cordillera Administrative Region Schools Division of Apayao Southern Conner District CONNER NATIONAL HIGH SCHOOL around schools. Many schools have full-time counsellors on staff in order to support students who are experiencing personal or academic challenges, help students choose careers and plan for college, and intervene when students face behavioural, physical or mental health challenges. Willoughby (2007,p.7) state that many students feel that reporting to staff members is unhelpful because they feel either nothing is done on the staff member’s part or that the intervention is ineffective and the bullying may get worse. They go on to state that in order for students to feel safe reporting unacceptable behaviour, the schools environment must be “(a) warm, positive, and include involve adults; (b) committed to setting firm limits on unacceptable behaviour; (c) committed to consistent application of nonhostile, nonphysical sanctions on offenders, and (d) characterized by authoritative (not authoritarian) adults” (2002, p. 7). Harris and Hathorn (2006, p.55) state that “although teachers understood the social context of bullying, they did not understand the best way to intervene in bullying and many times considered this a personal problem of the individual rather than a problem requiring a cooperative response.” They continue stating “there must be increased efforts for staff development and opportunities for students and teachers to engage in class discussion about bullying”. Schools need to plan to have adequate coverage for the counselling department. Ideally, both a female and male counsellor should be available for students to talk to. Counselling services need to be provided for any student who is concerned with bullying at the school or in the community, whether they are victim, bystanders, or a bully. The school counsellor will need to take a lead role in a prevention program so as to provide appropriate interventions for students who are being bullied, students who are doing the bullying and students students who are witnessing the bullying and being affected by the atmosphere of bullying. Ma (2002, p.366) states, “the cycle of bullying in school may be one of the major reasons why some counselling programs, in which school counsellors treat victims as victims and bullies as bullies, have not worked well”. Ross (2002, p.124) states: