BULLYING WITH IN GRADE 11 AT BAGUMBAYANNATIONAL HIGH SCHOOL

AS OBSERVED BY THE FACULTY OF SENIOR HIGH S.Y 2019-2020

A COUNSELLING PROGRAM

A Research Paper Presented to

The faculty of Senior High School

In Partial fulfillment for

The requirements of
The subject in
Practical Research 1

Submitted By:

CHARLES ADRIAN G. BANIAS

HANS GABRIEL L. MENDOZA
KARMILLA ROSE M. CIERVO
JB ZHYRIL B. DELA CRUZ
IRENE C. GARCIA
JOEL B. ICARO

January 8, 2020
 Chapter I

INTRODUCTION

World Health Organization defines bullying as a threat or physical use of force, aiming at the
individual, another person, a specific community or group which can result in injury, death,
physical damage, some development disorders or deficiency.

Bullying in schools is an issue that continues to receive attention from researchers, educators,
parents, and students. Despite the common assumption that bullying is a normal part of
childhood and encompasses minor teasing and harassment , researchers increasingly find that
bullying is a problem that can be detrimental to students' well-being. This report focuses not
only on the prevalence of bullying, but also on those subsets of students who reported being the
victims of direct, and indirect bullying, and both of them. Different types of bullying may affect
different groups of students, occur in different types of schools, or affect student behavior in
different ways. These distinctions allow readers to differentiate between students who were
either physically (directly) or socially (indirectly) bullied, and also to identify those students who
were bullied both physically and socially.

Additional analysis describes the characteristics of students affected by these types of behavior
and the characteristics of schools in which these behaviors occur. Because of prior research that
suggests victims of bullying may resort to aggressive behaviors in response to being bullied, the
extent to which reports of bullying are related to victim behaviors such as weapon carrying,
physical fights, fear, and avoidance are explored.

The keywords in this case are violence, bullying, school.

The main aim of this research is to investigate the prevalence of bullying behavior, its victims
and the types of bullying and places of bullying among Senior High School Students sample
school in Bagumbayan National High School. Bullying is a psychological and pedagogical problem
connected with public health. It must be solved by various professionals immediately.

Background of the Study

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. Bullying includes actions such as making threats, spreading rumors, attacking someone
physically or verbally, and excluding someone from a group on purpose (Brookshire, 2014).In
Indonesia, Roland and Idea (2001) have investigated how reactive aggressiveness and two
aspects of proactive aggressiveness, power-related aggressiveness and affiliation-related
aggressiveness, are related to being bullied and bullying others. In addition they have also
attempted to differentiate between different kinds of aggressiveness in bullying among boys
and girls in different grades. Overall, they have found that there was a good correlation between
both proactive power-related aggressiveness and proactive affiliation-related aggressiveness,
and being involved in bullying.

However, reactive aggressiveness was not a good predictor for bullying behavior. Fandrem et al.
(2009) have also conducted a bullying study in Norwegian schools using the same scales
developed by Roland and Idsøe.The result showed that proactive power-related aggressiveness
and affiliation-related aggressiveness are related to bullying behavior, but somehow different in
strength in gender relation.

Thus, although there might be different results in other studies, Roland and Idsøe and Fandrem
et al. in their studies have somehow shown associations between bullying cultural patterns and
aggressiveness as well as between gender and degree of aggressiveness.

Local and international studies have affirmed the alarming situation of bullying and school
violence involving Filipino children. The intensity of violence has reached disturbing rate that has
pushed policy-makers to formulate bullying prevention schemes. Despite organized attempts to
make schools a safe environment, this dilemma poses critical risks that call for aggressive and
determined actions to fight violence in schools (Ancho, 2013).

Statement of the Problem

The study discuss the cause and effects of bullying with in grade 11 student: Its implication to
behavior

Specially, the following questions will he answered:

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

a. Sex

b. Age

2.What are the factors or causes of bullying?

a. Lack of attention

b. Being seen as annoying

c. Being seen as weak or defenseless

3.Is there a significant relationship between the cause of bullying in students and the effects of
behavior of Students?
Significance of the study

This research might help the following people to know how to deal with the problem of bullying
and its obvious consequences and effects on the students.

Students: To know how bullying affects them and how to handle bullying.

Parents: To know the signs if their children experience bullying in school and how they will help
children who are being bullied.

Teachers: To know the students who are experiencing bullying in class.

Institutions: To seek for the answers on how to avoid bullying among the children and to help
the victims of bullying.

Peers: To know the effects and consequences of bullying and being bullied.

Scope and Delimitation

The focus of this study is to determine the difference of the role performance in school and in
home of the students in public compared to private high schools

Scope And Limitations

In this growing age of technology, we can’t deny that the youth are now familiar with the
Internet. Furthermore, they want to find out more on what positive and negative benefits and
influences the Net has.

Definition of Terms

The terms appearing below were defined conceptually and operationally to facilitate
understanding of the study:

Bullying is the use of force, coercion, or threat, to abuse, aggressively dominate or intimidate.

Physical bullying is using one’s body and physical bodily acts to exert power over peers.
Punching, kicking and other physical attacks are all types of physical bullying.

Unlike relational and verbal bullying, the effects of physical bullying can be easier to spot.
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Developmental theory

Some explanations of bullying draw upon an understanding of child development. They point out that
bullying begins in early childhood when individuals begin to assert themselves at the expense of others
in order to establish their social dominance. They tend at first to do so crudely, for instance by hitting
out at others, especially those less powerful than themselves, in an attempt to intimidate them. But as
Hawley (1999) points out, as children develop they begin to employ less socially reprehensible ways of
dominating others. Verbal and indirect forms of bullying become more common than physical forms. In
time, the kind of behavior that is generally labelled as "bullying" becomes relatively rare.

Consistent with this view is evidence that physical bullying is much more common in early childhood
than later, and that what is identified as bullying gradually becomes less and less apparent as children
become older (Smith & Sharp 1994). However, as a comprehensive explanation of bullying this view fails
to take into account that although there is a general diminution in reported victimization over time, the
trend is temporarily reversed when children move from primary to secondary school and find
themselves in a new environment which is less benign (Rigby 1996).

Clearly, social environmental factors must also be taken into account. Nevertheless the developmental
perspective is useful in providing guidance as to how bully/victim problems can be tackled. For example,
older children are thought to be more likely to respond positively to problem-solving approaches which
require a more sophisticated appreciation of the options available to them (Stevens et al. 2000).Related
Foreign Literature

Attributions to individual differences Theory

Broad explanations in terms of developmental processes and environmental influences fail to take into
account individual differences between people that may lead to interactions that result in one person
bullying another.

For example, children who repeatedly bully others at school tend to be low in empathic regard for
others and inclined towards psychoticism (Slee & Rigby 1993). Children who are frequently targeted as
victims at school are inclined to be psychologically introverted, to have low self-esteem and lack social
skills, especially in the area of assertiveness (Rigby 2002b).

How such qualities arise has been subject to considerable debate. Currently, it is generally
acknowledged that genetic influences play a part and these may interact with adverse social conditions
to which children may be exposed. For example, dysfunctional family life in which children do not feel
loved and/or feel over-controlled by parents can lead to them acting aggressively at school (Rigby 1994),
especially if the school ethos does nor discourage aggressive behaviour.

There are limitations in this approach. In some relatively benign environments introverted children with
low self-esteem are not bullied; being aggressive and generally empathic does not invariably lead a child
to bully others. There is, for example, evidence that bullying is relatively rare in Steiner schools, which
provide a highly supportive social environment and respect for individual differences (Rivers &Souter
1996). Moreover, individuals who are dissimilar in personality may belong to the same sociocultural
group and seek collectively to impose on those they regard as outsiders.

Acknowledgment of the role of individual differences in making bullying possible has led some schools
to introduce programs that can assist vulnerable children to defend themselves more effectively, for
instance through developing better social skills and learning how to act more assertively. Anger
management programs have also been developed to help children who are prone to act aggressively to
control their aggression

Bullying as a sociocultural phenomenon Theory

A further perspective seeks to explain bullying as an outcome of the existence of specified social groups
with different levels of power. The focus is typically on differences which have a historical and cultural
basis, such as gender, race or ethnicity and social class.

Major emphasis has been placed upon differences associated with gender. Society is seen as essentially
patriarchal. Males are seen as generally having more power than females as a consequence of societal
beliefs that males should be the dominant sex. In order to maintain their dominance, boys feel justified
in oppressing girls. Numerous studies have, in fact, indicated that boys are more likely than girls to
initiate bullying (Olweus 1993; Smith & Sharp 1994).

Moreover, it is clear that boys are more likely to bully girls than vice versa. For example, in a large-scale
Australian study of some 38,000 children (Rigby 1997) a much higher proportion of girls claimed to be
bullied exclusively by boys (22.1 per cent) than boys reporting being bullied only by girls (3.4 per cent).
With cross-gender bullying it is clearly mostly one-way traffic, and this may derive, in part, from the way
in which some boys have come to think about how they should behave in the company of girls.

The process according to which boys come to develop characteristics which lead to them engaging in
oppressive behaviour is sometimes described as "the construction of hegemonic masculinity" (Connell
1995; Gilbert & Gilbert 1998). This is held not only to account largely for boys bullying girls, but also for
boys bullying boys who do not possess stereotypical masculine qualities.

Such children are commonly referred to as "gay" and may include children whose sexual orientation is
homosexual. The use of language with sexual connotations to insult children regarded as "gay" is
certainly widely prevalent in schools (Duncan 1999), although the extent to which it occurs has
surprisingly not, as yet, been investigated. Explaining the bullying of girls by girls can invoke the notion
of the construction of femininity, with girls deviating from an idealized conception of what it is to be
feminine being more readily targeted.

It is sometimes claimed that bullying tends to be associated with racial or ethnic divides. It is argued that
some ethnic groups are more powerful than others whom they seek to dominate. Typically, the less
powerful are the victims of colonialism. For example, Indigenous communities in Australia in the late
eighteenth century were subjected to British colonialism. Aboriginal people were seen by many as
inferior - and this perception still lingers in the minds of people who retain racist beliefs.

Through a process of cultural transmission, non-Indigenous children may feel justified in bullying their
Aboriginal peers. Evidence from Australian studies suggests that indeed Aboriginal students are more
likely than other students to be the recipients of verbal abuse (Rigby 2002b). However, some studies
conducted outside Australia have not found that race or ethnicity is significantly associated with peer
victimization (for example, Junger-Tas 1999; Losel & Bliesener 1999). Despite claims that children are at
risk of being bullied at school by peers of a higher social class, research evidence is not supportive
(Duyme 1990; Olweus 1993; Ortega & Mora-Merchan 1999; Almeida 1999).

Bullying as a response to group and peer pressures within the school Theory

This approach has something in common with the socio cultural approach in that it conceives bullying as
understandable in a social context. However, the context is not defined according to socio cultural
categories such as gender, race and class. There is first a broad social context consisting of the behaviors
and attitudes of members of the entire school community. Individuals are seen as influenced to a degree
by their perceptions of what may be called the school ethos, and student welfare polices may be
systematically directed towards its improvement (Soutter & McKenzie 2000).

Secondly, students are powerfully influenced by a smaller group of peers with whom they have
relatively close association. Such groups are typically formed within a school on the basis of common
interests and purposes, and provide support for group members. They may also constitute a threat to
outsiders, sometimes to ex-members, whom they may bully. Situations commonly arise in a school
whereby children are members of, and supported by, a group that is, in some situations, more powerful
than an individual or smaller group that they wish to bully in some way.

The motive may be a grievance or imagined grievance, a prejudice (explicable in sociocultural terms) or
simply a desire to have fun at the expense of another person. Importantly, the acts of bullying are seen
as typically sustained by a connection with a group rather than by individual motives such as personal
malevolence. This view presupposes that bullying is typically a group phenomenon.

Early studies of bullying in Scandinavia adopted the term "mobbing" suggesting that children are bullied
by mobs (Olweus 1993). While this may sometimes occur, more commonly the bullying is carried out by
one or two people with the passive support of others (Pepler & Craig 1995).

When students are asked whether they have bullied others as individuals or as members of a group,
among those who have bullied others about half admit to bullying alone; others say they have acted as
part of a group (Rigby 2002b).

The implications for schools are that they must be aware of the roles played by groups as distinct from
individuals. They need to identify groups and work with them. Several methods have been devised for
working with groups of children who have bullied or are suspected of bullying others. One, the "no
blame approach" (Maines & Robinson 1992), involves a teacher or counsellor meeting with the group of
children identified as having bullied someone, in the company of some other children. The teacher
describes to the group the suffering that has been endured by the victim, and the group is expected to
consider ways in which the situation can be improved. The "non-bullies" in the group are expected to
exert positive peer pressure, that is, influence the "bullies" to act more benevolently towards the victim.

An alternative method, generally used with older children, called the "method of shared concern" (Pikas
2002) involves working initially with individuals suspected of being in a group that is bullying someone.
The teacher's aim here is to communicate his/her concern for the victim and invite (and then monitor)
responsible individual action - and in so doing to lessen the influence the group may have on each
individual's actions.

Related Foreign Literature

Journal of immigrant and minority health (2015) found at their study of ( Pottie Kevin, Dahal
Govinda , Georgiades Katholiki , Premji Kamila, Hassan Ghayda) bullying, violence, and suicidal
behaviors’compared to their later-generation and native born counterparts, and to identify factors that
may underlie these risks.

Turkish Online Journal of Educational Technology (2017) found at their study of (Arslan, Nihan) The scale
can be used by experts in the field in order to determine whether or not bullying behaviors differ in
terms of demographic factors.

Proceedings of the XVII EURALEX International Congress: Lexicography and Linguistic Diversity (2016)
found at their study of (Adamska-Salaciak, Arleta) This gives bilingual lexicographers more freedom, but
at the same time puts more responsibility on their shoulders.

Indian Journal of Public Health Research & Development (2018) found at their study of (Parkash Shingh
Pavitar, Vijay Kumar, Sadeeq Majid)The study found that the use of technology is in rise in Indian, with
the Indian youth spending at least an hour or two on the social networking sites being venerable to
cyber bullying and suffering in due course owing to poor awareness and bad implementation of cyber
laws.

Violence and victims (2015)found at their study of (Hatzenbuehler Mark L., Duncan Dustin, Johnson
Renee)There was no association between LGBT assault hate crimes and bullying among heterosexual
youths, providing evidence for specificity to sexual minority youth. Moreover, no relationships were
observed between sexual minority bullying and neighborhood-level violent and property crimes,
indicating that the results were specific to LGBT assault hate crimes.

Journal of immigrant and minority health (2015) found at their study of ( Pottie Kevin, Dahal Govinda ,
Georgiades Katholiki , Premji Kamila, Hassan Ghayda) bullying, violence, and suicidal behaviors
compared to their later-generation and native born counterparts, and to identify factors that may
underlie these risks.
Turkish Online Journal of Educational Technology (2017) found at their study of (Arslan, Nihan) The scale
can be used by experts in the field in order to determine whether or not bullying behaviors differ in
terms of demographic factors.

Proceedings of the XVII EURALEX International Congress: Lexicography and Linguistic Diversity (2016)
found at their study of (Adamska-Salaciak, Arleta) This gives bilingual lexicographers more freedom, but
at the same time puts more responsibility on their shoulders.

Indian Journal of Public Health Research & Development (2018) found at their study of (Parkash Shingh
Pavitar, Vijay Kumar, Sadeeq Majid)The study found that the use of technology is in rise in Indian, with
the Indian youth spending at least an hour or two on the social networking sites being venerable to
cyber bullying and suffering in due course owing to poor awareness and bad implementation of cyber
laws.

Violence and victims (2015)found at their study of (Hatzenbuehler Mark L., Duncan Dustin, Johnson
Renee)There was no association between LGBT assault hate crimes and bullying among heterosexual
youths, providing evidence for specificity to sexual minority youth. Moreover, no relationships were
observed between sexual minority bullying and neighborhood-level violent and property crimes,
indicating that the results were specific to LGBT assault hate crimes

Related Local Literature

American journal of public health(2015) found at their study of (Mueller Anna S, James Wesley, Abruttyn
Seth, Levin Martin L.)Black and Hispanic heterosexual youths were less likely to be bullied than were
White heterosexual youths. Despite differences in the likelihood of being bullied, sexual minority youths
were more likely to report suicide ideation, regardless of their race/ethnicity, their gender, or whether
they have been bullied

School mental health (2017) found at their study of (Mazur Joanna, Tabak Izabela, Zawadska Dorota)The
dominating influence of delinquent behavior is visible only in big cities where bullying index showed the
highest dispersion

Online Submission (2018) found at their study of (Asio John Mark R )This descriptive study is aimed to
determine the understanding and behavior of students in a higher education institution towards teacher
bullying.

Acta bio-medical: Atenei Parmensis (2017) found at their study of (Bambi Stefano, Guazzini Andrea, De
Felippis Christian, Lucchuni Alberto, Raseri Laura) Their negative consequences and the outcomes on
nurses and healthcare organizations have been well described. However, real pro-active and reactive
actions to manage these issues, seem to be poorly recognized and investigated

The Hong Kong Polytechnic University (2016) found at their study of (Kwan Mei, Wong Rosetta)
Literature on school bullying, early psychosis and the traumatic impact of bullying is reviewed. It has
been reported that a significant proportion of clients with mental problems have suffered from
experiences of school bullying, an issue that has been featured in many studies in the international as
well as local literature, suggesting the relationship between school bullying and mental problems is
closely linked.

Related Foreign Studies

Psychology in the Schools (2015) found at there study of (Sukkyung You, June Lee, Yunoug Lee, Ann Y
Kim) In efforts to increase the field and society's understanding of bullying, the authors investigated how
various forms of attachment (mother, peer, and school) are directly and indirectly related to bullying
behavior through empathy, and whether these relationships are moderated by gender. Adolescents, of
grades 7 through 9, from one middle school in Seoul were surveyed. Using structural equation modeling,
the study identified significant gender differences in the direct and indirect effects of attachment on
bullying behavior.

For male students, greater school attachment was directly related to less bullying behavior and
maternal and peer attachment had indirect effects on bullying behavior, mediated by student cognitive
empathy. For female students greater maternal attachment was directly related to less bullying
behavior, and peer attachment had an indirect effect on bullying behavior, mediated by student
affective empathy. The study provides evidence supporting increased emphasis on empathy
development in bullying prevention programs.

UNESCO Publishing, 1 Rue Miollis, 75352 Paris Cedex 15, France (95 French francs)., (1997)found at
there study of (Toshio Ohsako) The case studies in this collection explore issues of violence in schools
and what can be done to reduce these events. A number of national experiences in violence
management, principally from developing countries, are brought together as a step toward improving
the quality of education.

Developmental Medicine & Child Neurology ( 2008) found at there study of(Kirsten Holmberg, Anders
Hjern) The association of attention‐deficit—hyperactivity disorder (ADHD) with bullying in the peer
group in school was studied in an entire population of 577 fourth graders (10‐year‐olds) in one
municipality in Stockholm, Sweden. The schoolchildren were screened for ADHD in a two‐step
procedure that included Commiserating’s of behavioral problems: teacher and parent interviews in a
first step; and a clinical assessment in the second.

Information about bullying was collected from the children themselves in a classroom questionnaire.
Five‐hundred and sixteen children for whom there was information from all data sources, were included
in the study population. Commiserating’s that were collected from parents early in first grade were
available for 382 of these children. Hypotheses were tested by multivariate analyses with adjustment for
sex and parental education.

Bullying other students in fourth grade was associated with high scores in parental reports of behavioral
problems at entry into first grade, suggesting a causal link to the ADHD syndrome. Being bullied, on the
other hand, was not linked to behavioral problems at school entry.

This study demonstrates a connection between ADHD and bullying in the peer group at school.
Evaluation and treatment strategies for ADHD need to include assessment and effective interventions
for bullying. Evaluation of ADHD should be considered in children involved in bullying.
Mental health and wellbeing: Educational perspectives, 263-274, (2011)found at there study of(Grace
Skrzypiec, Christina Roussi-Vergou, Eleni Andreou) It seemed a simple exercise. Merely translate all of
the program materials and the evaluation questionnaire, subtitle the‗ coping with bullying ‘(CWB) DVD,
and implement the program in Greek schools. After all, the intervention had already been successfully
tried in two Australian high schools (Slee et al., 2009) so all that would be needed would be some
tweaking to suit the Greek context.

We focused on the implementation documents and we planned a careful process that would involve
back translations with different translators

(Cha, Kim & Erlen, 2007). It soon became apparent however, that we were‗ putting the cart before the
horse .

Journal of Contemporary Criminal Justice 26 (2), 130-147,( 2010) found there study of(Carter Hay, Ryan
Meldrum, Karen Mann) Agnew’s general strain theory (GST) has received significant empirical attention,
but important issues remain unresolved. This study addresses three such issues. First, the authors
examine the effects of bullying—a source of strain that may be consequential, but that has been
neglected in GST research to date.

Second, drawing from recent research on deliberate self-harm among adolescents, the authors examine
the effects of bullying not just on externalizing deviance (aggressive acts committed against others and
their property) but also on internalizing deviance directed against the self.

Third, the authors examine these relationships separately for males and females to assess sex
differences in responses to strain. These three issues are examined with self-report data collected from
a sample of middle and high school students in a Southeastern state. The analysis reveals that bullying is
consequential for both externalizing and internalizing forms of deviance and that these relationships are
in some instances moderated by sex.

Related Local Studies

Aggression and Violent Behavior 19 (5), 532-544, (2014)found at there study of (Caroline BR Evans, Mark
W Fraser, Katie L Cotter) The victims of bullying suffer multiple negative consequences, including poor
social and academic adjustment, depression, and anxiety. This paper extends Farrington and Ttofi's
(2009) meta-analysis of controlled trials of 44 bullying interventions, which suggests that bullying
programs are effective in decreasing bullying and victimization.

Journal of Interpersonal Violence 30 (5), 782-795, (2015)found at there study of(Frances Turcotte
Benedict, Patrick M Vivier, Annie Gjelsvik)This article examines the association between mental health
disorders and being identified as a bully among children between the ages of 6 and 17 years. Data from
the 2007 National Survey of Children’s Health were examined. A total of 63,997 children had data for
both parental reported mental health and bullying status.

Bivariate analysis and logistic regression was performed to assess the association between mental
health status and being identified as a bully with an age-stratified analysis and sub-analysis by type of
mental health disorder. children ages 6 to 17 years were identified as bullies by their parent or guardian.
Children with a diagnosis of depression, anxiety, or depression had a threefold increased odds of being a
bully.

The diagnosis of depression is associated Children with anxiety and attention deficit and hyperactivity
disorder (ADHD) had similar odds. The diagnosis of a mental health disorder is strongly associated with
being identified as a bully. In particular, depression, anxiety, and ADHD are strongly associated with
being identified as a bully.

These findings emphasize the importance of providing psychological support to not only victims of
bullying but bullies as well. Understanding the risk profile of childhood bullies is essential in gaining a
better grasp of this public health problem and in creating useful and appropriate resources and
interventions to decrease bullying.

Human Resource Management Journal 25 (1), 116-130, (2015)found at there study of(Suzy Fox, Renee L
Cowan) Human resource professionals (HRPs) in the US are important actors in workplace bullying (WB)
situations. Most WB research currently focuses on the target but fails to include the individual most
often left to interpret and respond to complaints of bullying – the HRP. We argue that because HRPs
must work to identify, understand and deal with victims and bullies; HR should have a voice in assessing
WB. The difficulties HRPs report in effectively responding to employee complaints of WB have been
attributed to a number of factors, including conflicts among multiple HR roles in the organization, a
paucity of specific organizational policies and guidelines for dealing with bullying, and ambiguous
definitions and criteria for behavior to be considered bullying.

The impetus for the study reported here was the need to clarify the definition of bullying incorporating
the HR perspective, determine what behaviors and criteria are seen as bullying by HRPs. Scale use and
limitations are discussed as well as theoretical and practical implications.

Sociology of health & illness 37 (5), 731-744, (2015)found at there study of(Farah Jamal, Chris Bonell,
Angela Harden, Theo Lorenc) This exploratory study adopts a socio‐ecological approach to examine the
context of school bullying.

Our interpretation of girls' accounts, informed by Giddens' structuration theory, suggests that bullying
practices were spatially patterned in the schools and often characterized by the regulation of girls'
sexuality and sexual‐harassment. Repeated acts of aggression were fluid with regard to the bully and
victim role, challenging the dominant view of bullying as characterized by consistent disparities in power
between individuals.

Schools structured bullying behavior via policies and practices that ignored these forms of abuse and
which focused on and may have been complicit in the making of stable ‘bully’ and ‘victim’ roles, thus
indirectly contributing to the reproduction of unhealthy relationships between students. In terms of
gender, traditional gendered and sexual discourses appear to structure the identities of the schools and
girls in our study.

Journal of interpersonal violence 34 (11), 2363-2375, (2019)found at there study of(Huiping Zhang,
Huazhen Zhou, Tao Tao) Bullying behaviors have been studied extensively in Western countries;
however, no national data exist regarding this issue in contemporary China.
Using a sample of 14,536 children in Grades 6, 8, and 10 from public schools in 11 provinces or
autonomous regions in rural and urban China, our study assesses the prevalence of bullying behaviors
among school-aged children in China and examines the correlation between bullying and psychosocial
adjustment. More boys than girls reported bullying others and being victims of bullying. The frequency
of bullying is higher in Grades 6 and 8 than in Grade 10.

Rural children are more often involved in bullying than their urban counterparts. Perpetrating and being
a victim of bullying are associated with poorer psychosocial adjustment, although different patterns are
observed among bullies, those bullied, and those who bully others and have been bullied. Health care
professionals should be sensitive to bullying behaviors when identifying students with psychosocial
maladjustment. Moreover, programs designed to prevent and intervene in school bullying would benefit
from a holistic approach.

Theoretical Framework

bullying have produced an extensive body of knowledge. This work attempts to provide an integrative
theoretical framework, which includes the specific theories and observations. The main aim is to
organize the available knowledge in order to guide the development of effective interventions. To that
end, several psychological theories are described that have been used and/or adapted with the aim of
understanding peer bullying.

All of them, at different ecological levels and different stages of the process, may describe it in terms of
the relational dynamics of power. For the intervention, regardless of the format or the target
population, the empowerment of the individuals, and the social awareness of the use and abuse of
personal power are suggested.

As a result, there is no guidance for applying theoretical frameworks or for developing music therapy
interventions for bullies and victims of bullying.

After synthesizing the literature and determining the characteristics and behaviors of bullies and
victims, the authors applied social learning theory as a framework to conceptualize the behaviors and
cognitions of bullies and victims and to design age appropriate music therapy interventions.

Based from concepts of social learning theory and existing music therapy research with adolescents, the
authors provide suggestions of music therapy interventions for both bullies and victims. It seems that a
social learning theory approach to music therapy interventions might represent an appropriate
approach to frame treatments for both bullies and the victims of bullying.

The main aim is to organize the available knowledge in order to guide the development of effective
interventions. To that end, several psychological theories are described that have been used and/or
adapted with the aim of understanding peer bullying. All of them, at different ecological levels and
different stages of the process, may describe it in terms of the relational dynamics of power.

This chapter provides a theoretical framework for analyzing bullying. The framework uses a social-
biological perspective that suggests that bullying behavior might serve specific social and evolutionarily
adaptive functions.
Bullying, commonly known in the research literature as “peer victimization” or “peer harassment,” is a
form of social interaction that many children and adolescents encounter. Peer harassment is a form of
social interaction that many school children experience.

Conceptual Framework

Despite the high costs of acquisition and maintenance of modern data centers, machine resource
utilization is often low. Servers running online interactive services are over-provisioned to support peak
load (which only occurs for a fraction of the time), due to business continuity and fault-tolerance plans
that dictate these services tolerate major unforeseen events (eg, the failure of another data center).
Underutilized computing resources correlate with reduced data center efficiency and capital losses
incurred by operators.

Collocating different types of workloads is a promising solution to increase resource utilization. The
challenges are protecting interactive services from resource interference and handling limited resource
availability: if a best-effort workload directly competes for resources with an interactive service, the
latter can fail to meet its service-level objectives (SLOs), impacting user experience and resulting in lost
revenue.

In this dissertation we focus on how to mitigate CPU interference and limited memory availability when
collocating interactive services with batch workloads such as data-parallel applications. Existing work on
mitigating CPU interference assumes that progress and performance metrics are available in real-time,
and that hardware support for low-level isolation mechanisms is prevalent, neither of which are always
true in commercial environments.

Furthermore, previous work on improving resource allocation in clusters does not attempt to over-
commit memory due to concerns of unpredictable performance degradation and sporadic failures. We
first focus on the colocation of open-source in-memory interactive services, and conduct a thorough
investigation on how they are impacted by batch jobs.

We find that existing isolation techniques do not prevent performance degradation, and explain in detail
why they are insufficient. Second, we study the behavior of a large commercial-scale service (ie, a
component of a web search platform), finding that it is highly burst.

We show that, by keeping a headroom of idle cores available at all times, the service’s response tail-
latency is maintained within its SLO even under heavy load.

Third, we address the impact of limited memory availability on data-parallel applications by identifying
an intrinsic property of their tasks: memory elasticity—the ability to handle memory pressure by writing
intermediate data to external storage, incurring only moderate performance penalties when memory-
constrained.

We further show that memory elasticity is prevalent across various data-parallel application
frameworks. We implement a scheduler that leverages memory elasticity and achieves reduced job
completion times and increased memory utilization. We conclude that these techniques make it possible
to collocate even highly-burst latency sensitive services with batch jobs, significantly increasing resource
utilization.
 This article reviews current research findings and presents a conceptual framework for better
understanding the relationship between bullying victimization (hereafter referred to as victimization)
and substance misuse (hereafter referred to as SM) among adolescents. Although victimization and SM
may appear to be separate problems, research suggests an intriguing relationship between the 2.

Empirical overview of the direct association between victimization and adolescent SM, followed by a
proposed conceptual framework that includes co-occurring risk factors for victimization and SM within
family, peer, and school and community contexts.

There is strong empirical evidence that depicts the adult 'bully' as harboring pervasive
psychopathological tendencies such as narcissism and Machiavellianism, with a propensity for exhibiting
abusive, controlling, callous, manipulative, domineering, ruthless, and self-centered behaviors
(Piotrowski, 2015).

Despite the extensive literature on adult bullying and its onerous impact on victims, there has been
sparse research interest on the nature of adults who bully adults in college/ university settings.
However, emerging research on this topic has recently appeared in the scholarly literature.

The input profile of the respondents are sex and age and the factors or causes of bullying are lack or
attention, being seen as annoying, being seen as weak or defenseless. The process is respondents
questionnaire. And the outcome is a counseling program.

INPUT PROCESS OUTPUT

The profile of the despondence are

sex and age. And the factors or causes a counseling
Respondents
of bullying are lack of attention, being program.
questionnaire
seen as annoying, being seen as weak
or defenseless

Hypothesis

Yes, there is significant relationship between the cause of bullying in students and the effects of
behavior.