Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Bullying is unwanted, aggressive behavior among school aged children that involves

a real or perceived power imbalance. The behavior is repeated, or has the potential to be

repeated, over time. Both kids who are bullied and who bully others may have serious,

lasting problems. And in order to be considered as bullying, the behavior of one person must

be aggressive and it also includes an imbalance of power. Bullying behaviors happens more

than once or more.

Bullying has different types, the verbal bullying which is saying and writing mean

things to the victim, the second one is the social bullying which involves someone’s

reputation or relationships, and the last one is the physical bullying that involves hurting

someone’s body or possession.

Fifty states in America have passed Anti-Bullying Legislation; it has started in

September 2011 when New Jersey enforced the toughest bullying law in the country. Each

school will have to report each case of bullying to the State, and the State will grade each

school based on bullying standards, policies, and incidents. In 2004, a set of validated

guidelines for school bullying prevention and management was released by the Child Health

Promotion Research Centre in Australia to guide schools’ action to prevent and manage

bullying behaviors. At this time little was known about cyber and other forms of covert

bullying behaviors. These guidelines updated in 2010 to include current research that

provides a greater understanding of all forms of bullying behavior. (Encyclopedia.com)

 Around 130 million, or one in three children worldwide, experience some form of

bullying, the United Nations stated in its latest report on how children can be better

protected. The report said this form of violence has long-lasting and direct consequences on

their health, school performance and overall well-being. (Brago, 2018)

Some of the initial findings of the Secretary-General on Violence against Children

report denote that physical appearance – such as being overweight or having non-

conforming gender expressions – is the main driver for bullying. Race, nationality and skin

color are also high on the list. In the report, religion was not highlighted as a major

contributing factor. (Brago, 2018)

Bullying threatens the mental and educational well-being of students. Although anti-

bullying policies are prevalent, little is known about their effectiveness.

One of the biggest things that people of online communities tend to overlook is the

fact that words do hurt. Although these things that are hurtful are not being said online,

saying them online can amount to just as much hurt and maybe even more. I have been a

witness and a victim to cyberbullying and have seen the effects that it can have on the

victims and overall online communities that play a part with it. Cyberbullying is easily seen

and more accessible on social media sites just because of the social freedoms that the sites

allow us to have. (Russel, 2017)

Bullying mostly happens inside the school but when social media came and open at

all access, people tend to do the activity in different social media sites. People tend to post

and upload pictures and words that exposes the victims and yet people hype it as if it is a

normal thing well in fact it can probably hurt the person. People tend not to know if it is
bullying or just expressing their anger when they post on social media about something but

some people just post something make fun of the person to satisfy their dominance.

In local context, according to the consolidated report of Department of Education

(Dep Ed), bullyingcaseson elementary and high school of both private and public schools on

2014 rose by 21% or a total of 6,363 cases, compare with the 5,236 on 2013. This translates

to 31 daily bullyingcases from a divisor of 201 school days.

A research on bullying conducted by Rudatsikira, et al. (2008) among 7,338

adolescents in the Philippines found that there was an association between bullying

victimization and physical fighting. They suggested that adolescents who were bullied were

less likely to attend school. Cyber bullying as compared to traditional bullying, is more

insidious due to the increasing online interaction.

Education Secretary Leonor Magtolis stated that Bullying is a reality, whether in

school or online, that can affect a child in different ways; but it is also a reality that we –

parents, teachers, child protection advocates, and the community – can alter if we remain

committed and active in promoting and protecting children’s rights. DepEd and its partners,

like

UNICEF and Child Protection Network, have never wavered in the commitment to

ensure that all Filipino children are in a child-friendly, gender-sensitive, safe, and nurturing

environment where they learn the value of respect for one another, regardless of their

background.
 The Philippines implemented a law regarding anti-bullying which is the Republic

Act 10627 (Anti-Bullying Act of 2013) that was signed into law in September 2013, this

seeks to prevent and address bullying in elementary and secondary schools.

Under this law, “bullying refers to any severe, or repeated use by one or more

students of a written, verbal or electronic expression, or a physical act or gesture, or any

combination thereof, directed at another student that has the effect of actually causing or

placing the latter in reasonable fear of physical or emotional harm or damage to his

property," among others.

It also includes the Cyber- bullying or any bullying done through the use of

technology or any electronic means. The term shall also include any conduct resulting to

harassment, intimidation, or humiliation, through the use of other forms of technology, such

as, but not limited to texting, email, instant messaging, chatting, internet, social media,

online games, or other platforms or formats as defined in DepED Order No. 40, s. 2012

Child Protection Policy is a policy which is in the 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.

The Department of Education encourages learners who experience or witness

bullying, abuse, or retaliation to speak up and report verified incidents to their peers,

parents, teachers, and the appropriate authorities for proper intervention.It added information

relating to the identity and personal circumstances of the bullies, the victims, or the
witnesses shall be treated with utmost confidentiality by the Child Protection Committee and

the school personnel.

Bullying is one of the many reasons which cause students to drop out of school or

choose to homeschool over attending regular school. It is the use of one's influence and

strength to intimidate others and force them to do what the bully wants, either verbally,

physically or socially.

Psychologist-psychiatrist Randy MisaelDellosa told the PNA that bullying can

happen anywhere in the school premises and its usual victims are students with meek

personality. He said victims of bullying usually show changes in their appetite and in their

behavior and it isimportant for parents to have a high index of suspicion when they start to

see such changes in their children.

Never keep it a secret. One reason the bully selected you is that he or she thinks

you’ll keep the harassment to yourself. Empower yourself by telling adults such as your

teacher, your parents, parents of classmates, your guidance counselor, your principal, prefect

of discipline, security guard because these are people who will want to protect you.

Instead of fighting back physically, Dellosa explained that the best thing a victim of

bullying can do is to surround himself with friends who can give help and protection.

Usually, bullying happens inside the school which is supposed to be a safe haven for

every child or students. Many students experiences different kinds of bullying inside the

campus and some of the students do not have the courage to talk about it and reveal it

instead they just keep it to themselves because of their fear.

 The Guidance Personnel, as per advised, should make an anti-bullying intervention

program to help the students not to get bully and can speak up for themselves; for them not

to be afraid when coming to school.

The effectiveness of the intervention program shall help every students within their

school not to be afraid of the bully and can stand on their rights as student and as an

individual.

In this study, the researcher will look for the effectiveness of the intervention

programs and how it helps the students especially those who are experiencing bullying.

Statement of the Problem

This study is conducted to know about the implementation of anti-bullying programs

of Tarlac Montessori School towards intervention plan. Specifically, this study answers the

following:

1. What are the anti-bullying campaigns in Tarlac Montessori School?

2. What are the reported cases of bullying in Tarlac Montessori School?

3. How do the school address the bullying or poblems?

4. What are the problems encountered in the implementation of anti-bullying

programs?

5. What intervention plan can be propose from the findings of the study?

6. What implications can be drawn from the study?

Significance of the Study

This study will explore on theimplementation of anti-bullying programs in Tarlac

Montessori School towards intervention plan in particular, it will be a great use for the

following individuals:

To the respondents, this study will give them knowledge and idea on how important

anti-bullying intervention programs are. This will be a guide to the respondents to

strengthens and continue their intervention programs. This will also enlightens the

respondents that students need protection and intervention.

To the school administration, this study will make them understand how important

these intervention programs are. This will also give them the knowledge on how to deal with

students’ problems and bullying cases. It will also make them aware of the cases of the

students about bullying.

To the teachers, this will help them determine about the real meaning of bullying

and what to do with to prevent the bullying in their school help of the school guidance

counsellor. Also, this will make them understand their students more and will make them

open about their feelings and emotions.

To the students, this research will enlighten them that there is an intervention

programs in their schools and it will give them the benefit since it is about anti-bullying

programs. This will also give them courage to report cases of bullying since it has an

intervention for that. This will also help them be brave and give them relief that they are

protected with the intervention programs. This will also serve as an eye opener to respect

each individual not only inside their school but also to the whole society as well.
 To the parents, this research will give them knowledge about the school programs

about anti-bullying and will give them the idea about the context of it. This will also give

them the relief knowing that their children will have the protection since it is one of the one

of the concerns of the parents. Also, they will be open-minded regarding the feelings and the

different actions of their children. They will be aware of the cases of bullying and can help

the school on preventing the bullying that will start at their home.

To the society, this study will help them determine that there are schools with

intervention programs and give protection to the students against bullying. This will also

help to open people’s mind that there are a lot of case of bullying and they need to do

something about it with the help of the intervention programs of the school and the

Department of Education.

To the media, that in making some documentaries related to the research’s topic,

they would be able to get some important details that will help them make their work more

factual and reliable especially regarding psychological issues. This will a guide to the mass

media on the intervention programs of the schools and the Department of Education about

the process of it and how it can be really helpful especially to the students.

To the future researchers, this research will provide inputs or additional

information that will make their study even more comprehensive, understandable and useful

to the readers. This research may also inspire other researchers to conduct related studies to

produce a reliable and better output.

 Most of all to the readers, who has an interest in reading, this study is a good

reference for them to get information that may be beneficial to them and it can also inspire

them conduct a related studies about the research.

Scope and Delimitation

This study mainly focuses on theimplementation of anti-bullying programs of Tarlac

Montessori School towards intervention plan. It seeks the anti-bullying campaign in the

school, the reported cases of bullying, how the school deal with those cases and the

problems encountered in the implementation of anti-bullying programs.

This study will be limited only to students of Tarlac Montessori School

The researcher will use a case study method. The data will gather with the use of

open-ended questionnaire that will be conducted by the researcher.

Definition of Terms

To facilitate better understanding of the study, the following terms are lexically and

operationally defined.

Anti-Bullying. It refers to laws, policies, organizations, and movements aimed at

stopping or preventing bullying.

Cases. It is an instance of a particular situation. Operationally, these are the

situations that occurs on the implementation of anti-bullying programs.

 Implementation.It refers to the act of putting something into effect. Operationally, it

is the implementing of anti-bullying program in the school.

Intervention. It is an action taken to improve a situation. Operationally, it is an

acyion to improve the anti-bullying programs of the school.

Problems. It is a matter or situation regarded as unwelcome or harmful and needing

to be dealt with and overcome. Operationally, it is the unwanted situations encountered

while implementing the intervention plan.

Programs. It is a series of activities or things that need to be achieve. Operationally,

these are the activities that the school implements to prevent the bullying.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter, the researcher reviewed some related literatures and studies which

will provide the basic framework of this study. Materials that are related to this study are

presented to give the readers some insights. The excerpts from selected literature and study

were found relevant to the present research. This chapter also includes the theoretical

framework which serves as a psychological basis of the study and the paradigm of the study

where the variables are presented and explained.

Related Literature

Foreign

Bullying and harassment are not new issues that students and schools face. In fact,

over the years, it has been viewed as being so commonplace in schools that it has been

overlooked as a threat to students and reduced to a belief that bullying is a developmental

stage that most youth will experience then get over. (Ross, 2002)

Most cases of bullying happen inside the school and between students. Some

students make the school as their ground for bullying since their parents are not around and

they execute their bullying behavior in the part of school wherein teachers and school staffs

are not often there or they can find a spot wherein they can execute an act of bullying

without getting caught since schools are big and has many corners.

School-based violence prevention programs address disruptive behavior by teaching

self-awareness, emotional self-control, self-esteem, social skills, social problem solving,

conflict resolution, or team work. Such programs address general violent behavior or

specific violence like bullying violence. School-based bullying programs may focus on

bullies, victims, peers, teachers, or the entire school community. These programs seek to

reduce or lessen both bullying and victimization.

Perspectives may differ on how to best address bullying in schools. Intervention

strategies or programs have included suspending and non-readmitting bullies, training

teachers and the guidance staffs on intervening, teaching empathy and respect to students,

maintaining constant adult or teacher supervision throughout school settings, collaborating

and coordinating with parents about student’sbehavior, and enacting school-wide policies

about bullying.

We may start teaching the students on how to lessen or prevent the crimes in

bullying by teaching them on how to respect not only the authorities but also their fellow

students. We should raise awareness about the negative outcomes or consequences regarding

bullying. Another thing that can lessen the crime about bullying is informing the students

about the possible sanctions of bullying, by these, the cases of bullying will be lessen or best

the institution might be free from bullying.

According to Salmivalli (2010), that it might be easier to express the already existing

anti-bullying attitudes of bystanders and transform these attitudes into actual behavior than

to influence both the attitudes and behavior of active, initiative taking bullies. Therefore the

focus of interventions has shifted to influence the behavior of bystanders in the bullying

process.
 Bystanders are those witnesses of the act of bullying. Bystanders can also be part of

the bullies because when they saw an act of bullying there is a possibility that they will join

the bully instead of reporting it to the authorities that is why it also important to look up for

them , too. Bystanders can also be those who reports secretly to the authorities about the

bullying incidents that they have witnessed.

The Olweus Bullying Prevention Program was the first comprehensive whole-school

intervention implemented on a large scale and systematically evaluated. The interventions

examined in our review share the core features of the original Olweus program. Within this

approach, it is considered essential that all members of the school community, including

school staff, pupils, and parents, be sensitized with basic information about what bullying is

and how they should respond to it.

Peer led interventions, like befriending, involve teaching peer help the basic skills of

active listening empathy, problem solving, and supportiveness that they need to help

students involved in a bullying situation. (Smith, 2005)

Friends or social group can be a big help to prevent bullying cases in schools, most

of the time those students who are alone or who does not have friends are the one who tend

to be bully by the bullies. It is better if they have social support group that will make them

feel that they are not alone, also, they will also feel safe with their presence.

This intervention is like a group counseling wherein they encourage students not to

do any crimes in school, they also promote a better communication rather than retaliation.

Members of this intervention encourage their fellow students to act in responsible and

empathic way.
 Bully Busters is teacher targeted bullying prevention that incorporates staff

development and monthly support meeting with fellow teachers. (Home, et. Al, 2003)

This prevention program is a teacher-community wherein teachers were taught to

raise an awareness and recognition about bullying, what its effect to the students and can

make an effort to reduce bullying in schools. It is also a health program for teachers and

students because it addresses bullying intervention to the students.

IM4U is an instruction-based intervention designed to promote the social-emotional

development in young children. Teaching young children that can be used to replace

challenging behaviors is one of the most effective interventions. (Conroy, et al., 2003)

Local

As the school year started in June 2012, the Philippines’ Education department has

once again stressed the promotion of violence-free schools, urging students, parents, school

teachers and the entire community to fight and end all forms of violence committed against

school children.

Students will learn, can study peacefully and will be more productive if they will be

in the environment free from threats, violence and bullying. They can have a good study

habit and students will not make any excuse not to attend their classes.

Philippines’ Department of Education has issued Order No. 40, s. 2012, entitled

DepEd Child Protection Policy. The order mandates concerned individuals the policy and

guidelines on the protection of school-children against abuse, violence, exploitation,

discrimination, bullying and other forms of abuse. The issuance of this policy aims to

safeguard the welfare of school children from all forms of violence.

The Department of Education ‘s child protection policy targets zero cases of

violence, bullying or any forms of abuse in schools so students will not have any fear

attending classes because of the bullies not only in inside the school but also through cyber

space or social media since students nowadays are also using their free time or some of their

requirements or projects are internet-related they are most likely in the social media wherein

after school, social media is the platform wherein bully bullies individual.

Related Studies

Foreign

Based from the study of Hall (2017) about the perceptions of policy effectiveness,

researchers examined perceived effectiveness before and after the passage of an anti-

bullying policy; however, there were no significant changes in perceived effectiveness.

Educators were divided in their perceptions of the effectiveness of policies for school

bullying; however, on average, about twice as many educators reported that policies were

effective to some degree as those who reported that they were not effective. (Hall, 2017)

KiVa includes universal interventions and targeted interventions. The universal

actions involve student lessons and theme days involving discussion, videos, and exercises

done in dyads or small groups. Students also use an anti-bullying virtual learning

environment which uses computer closely connected to the topics of the student lessons and

themes. Each level of the KiVa computer game includes three modules: I Know wherein
students are presented with facts and knowledge about bullying, I Can where students can

practice the skills that they have learned, and I do that encourages students to transfer their

knowledge and skills acquired in the computer into real life interactions and relations with

their social group.

A randomised control trial evaluation was carried out in 2007–2008, with

considerable success, and subsequently KiVa has been introduced throughout Finland,

reaching 90% of all comprehensive schools by 2011. A further evaluation of KiVa was

reported by Kärnä, Voeten, Little, Poskiparta, Alanen, and Salmivalli in year 2011 over the

academic year 2009–2010, on a large sample of schools nationally.

Looking at within-study effects, they located 19 relevant studies and found that up to

grade 7, programmes were generally effective; but that in 8th grade and beyond they had

little if any effect. (Yeager, Et. Al, 2015)

Since younger students can be more influence by the power of authorities than the

older one. They are most likely to obey the authorities.

Smith, et. al, (2005), found in their meta-analysis that school principals who states

larger reductions in bullying over previous one to five years, enough resources currently

dedicated to resolve bullying, and higher amount of anti-bullying programs tended to report

better results for the anti-bullying intervention implemented in their institutions.

The results led Smith, et, al. (2005) to conclude that, from the perspective of the

school principals, the investment of time, effort, and money, school-based anti-bullying

interventions can yield valuable returns by helping to create school environment more safer
and peaceful for the students and can be a more source of healthy development and a

productive learning.

Gutierrez, et. al. (2016) indicate that an intervention that encourages students to

stand up against bullying and provides them with the means to do it might be a promising

and cost-effective model to address this issue. We find that the intervention reduced the

likelihood of a bystander behavior and increased students’ willingness to report school

violence.

Theoretical Framework

According to the social cognitive theory of Bandura (1997), self-efficacy can be

conceptualized as individual’s belief in his/her own ability to reach desired results through

their own actions. The influence of self-efficacy beliefs has been proven to have a positive

impact on various domains of pro-social functioning, interpersonal relations, and wellbeing.

Intervention programs can help the students to know their rights and believe that they

are not weak; it depends on how the authorities will process it to the students. Intervention

programs regarding bullying can motivate the students about their beliefs that they are worth

it and they should not be treated as small or feeble.

Individuals function as contributors to their own motivation, behavior, and

development within a network of reciprocally interacting influences.

According to Bandura (2005), social cognitive theory takes on an agent-like

perspective to change, development and adaptation. Bandura describes an agent as someone

who intentionally influences one’s functioning and life circumstances; “In this view, people
are self- organizing, proactive, self-regulating, and self-reflecting. They are contributors to

their life circumstances not just products of them.

Intervention programs about bullying can influence the bullie belief about life and

what is good and bad for them. Knowing these intervention programs, they can reflect about

how their personalities affect others, they can also organize their unpleasant behavior. They

can also regulate their life circumstances and can reflect about the things that they have done

and will make them realize that bullying is not good for them.

Anti-bullying intervention programs are not only worked on by the authorities but

also the students involve. Students contribute more than the authorities regarding these with

just the help of them.

According to Redmond (2010), self-efficacy is also influenced by encouragement

and discouragement pertaining to an individual’s performance or ability to perform.

As mentioned before, authorities implemented the anti-bullying programs are the one

who encourage students to make these intervention programs effective. Authorities shall

have the power to influence to make these programs effective so students will perform and

act on these intervention programs since they are contributors to these programs.
 Anti-bullying Campaigns

Reported Cases of Bullying

How the School address the Bullying Cases/Problems

Problems Encountered

Propose Intervention Plan

Implication

Figure 1

Paradigm of the Study

This study focuses on the implementation of anti-bullying programs of Tarlac

Montessori School towards intervention plan. Figure 1 shows the anti-bullying campaign of

Tarlac Montessori School.

The paradigm illustrates the reported cases of bullying in Tarlac Montessori School,

how the school addresses the bullying cases or problems. It also illustrates the problems

encountered in the implementation of anti-bullying programs and the intervention plan that

can be proposed from the findings of the study.

Finally, it seeks to draw an implication and this would be derived starting from the

anti-bullying campaigns of the school to the intervention plan that can be proposed from the
findings of the study. The implication of the study believes to give deeper understanding

about the topic and to be contribution for further researchers that aim to benefit the society

and the field of guidance and counseling, especially, in the concept of anti-bullying.
 Chapter 3

RESEARCH METHODOLOGY

This chapter describes the methodology that will be used in the study. Specifically,

this chapter discusses the research design, research locale, and the methods in gathering

data, sampling technique, respondents, data gathering and the statistical treatments of data

which will be utilize in this study.

Research Design

This research will make use of the Case Study Method. The case study research

method as an empirical inquiry that investigates a contemporary phenomenon within its real

life context, when the boundaries between phenomenon and context are not clearly evident;

and in which multiple sources of evidence are used.

Research Locale

The study will be conducted in the City of Tarlac, particularly in Tarlac Montessori

School.

Respondents of the Study

The respondents of the study are the students of Tarlac Montessori School from

Grade Seven (7) to Grade Twelve (12).

Sampling Design

The qualifications of the respondents for the study identified by using purposive

sampling technique that is popular type of qualitative research. Purposive sampling is used
when a researcher wants to assess a particular subject or person for the qualification of

certain criteria. When taking sample, people who do not fit in the particular requirements

will be excluded.

The respondents were closer along the following characteristics; students of Tarlac

Montessori School and a student from Grade Seven (7) to Grade Twelve (12).

Data Gathering Procedure

The researcher will ask a permission to the School Directress and to the High School

Principal to conduct a study. The researcher will also send a letter to the parents of the

students to ask for permission since their children will be the respondents of the study. After

that, the researcher will establish rapport to the students and will orient them regarding the

study and will administer a test regarding anti-bullying programs then the researcher will

conduct an interview with a guide questions.

Research Instrument

The primary procedure in obtaining the needed data is through interview. In

administrating of test, the researcher will make a questionnaire which will be validated by a

psychometrician. In conducting interview the researcher use an interview guide as the main

instrument in gathering precise and reliable data. This instrument was composed of open-

ended questions, so that the respondents will feel free to express their feelings and thoughts

towards the questions.

Statistical Analysis

The researcher will use the descriptive statistics in the presentation of data. It used to

describe the basic features of the data in a study. They provide simple summaries about

sample and measures. Together with the sample graphic analysis, they form the basis

virtually every qualitative analysis of data. With descriptive statistics, you are simply

describing what is or what the data shows. Descriptive statistics includes frequency,

percentage, and rank.

Frequency is a useful method in analysing survey data. It helps researcher organize

and summarize the survey data in a tabular format and interpret data. Specifically, it is a list

of either qualitative or quantitative values that a variable takes in a data set and associated

number of times each value occurs.

Percentage is a number or ratio as a fraction of 100. It is often denoted using the

percentage sign is “%”. It is a particularly useful method of expressing the relative

frequency of survey responses and other data. Many times, percentage frequency distributes

are displayed as tables or as graphs or pie charts. The process of creating a percentage

frequency distribution involves first identifying the total number of observations to be

presented; then counting the total number of observations within each data point or grouping

data points; and the dividing the number of observations within each data point or grouping

data points.

Ranking is a relationship between a set of items such that, for any two items, the first

is either “ranked higher than”, “ranked lower than”, or “ranked equal to” to second. It is
useful method in putting the values in numerical order and the assigning the new values to

denote where in ordered set them fall.

The gather data are briefly illustrate in tables. The formula is:

P = f/n x 100

Where:

F – Frequency

N = Total Number of respondents

P = Percentage
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