Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The effects of child physical abuse may last a lifetime and can include brain damage and

hearing and vision loss, resulting in disability. Even less severe injuries can lead to the abused

child developing severe emotional, behavioral, or learning problems. Injuries to a child's growing

brain can result in cognitive delays and severe emotional issues – problems that could adversely

affect his or her quality of life forever.

Some effects of child physical abuse may manifest in high-risk behaviors, such as

excessive promiscuity. Children who develop depression and anxiety due to their abusive past

often turn to smoking, alcohol and illicit drug use and other unhealthy, dangerous behaviors to

cope with their emotional and psychological scars. Of course, long-term, things like smoking,

excessive alcohol consumption, and promiscuity can lead to cancer, liver damage, and infection

from sexually transmitted diseases. This is why it's so important to recognize the signs of child

physical abuse and take immediate action by reporting the abuse to the proper authorities.

The primary, or first, effects of child physical abuse occur during and immediately after

the abuse. The child will suffer pain and medical problems from physical injury and, in severe

cases, even death. The physical pain from cuts, bruises, burns, whipping, kicking, punching,

strangling, binding, etc., will eventually pass, but the emotional pain will last long after the

visible wounds have healed.

The age at which the abuse occurs, influences the way the injuries or any permanent

damage affect the child. Infant victims of physical abuse have the greatest risk of suffering long-

term physical problems, such as neurological damage that manifests as tremors, irritability,

lethargy, and vomiting. In more serious cases, the effects of child physical abuse can include

seizures, permanent blindness or deafness, paralysis, mental and developmental delays and, of

course, death. The longer the abuse continues, the greater the impact on the child, regardless of

age.

The emotional effects of child physical abuse continue well after any physical wounds

have healed. Numerous research studies conducted with abused children as subjects have

concluded that a considerable number of psychological problems develop as a result of child

physical abuse. These children experienced significantly more problems in their home lives, at

school, and in dealing with peers than children from non-abusive environments.

Physically abused children are predisposed to develop numerous psychological

disturbances. They're more likely to have low self-esteem, deal with excessive fear and anxiety,

and act out aggressively toward their siblings and peers.

The adverse social effects of child physical abuse represent still another facet of the child's life

influenced by the abuse. Many abused children find it difficult to form lasting and appropriate

friendships. They lack the ability to trust others in the most basic of ways. Children who have

suffered long-term abuse lack basic social skills and cannot communicate naturally as other

children can.

These children may also exhibit a tendency to over-comply with authority figures and to

use aggression for solving interpersonal issues. The social effects of child physical abuse

continue to negatively influence the adult life of the abused child. They're more likely to divorce,

develop drug and alcohol addictions, and to physically abuse their own children.

Adults, who were physically abused as children, suffer from physical, emotional and

social effects of the abuse throughout their lives. Experts report that victims of physical child

abuse are at greater risk of developing a mental illness, becoming homeless, engaging in criminal

activity, and unemployment. These create a financial burden on the community and on society in

general because authorities must allocate funds from taxes and other resources for social welfare

programs and the foster care system.

When a child experiences physical or emotional abuse, the wounds run skin deep. Kids

who suffer repeated trauma feel lonely, scared, worthless and unloved, which is exactly the

opposite of how children should feel. Abused children often become broken, hollow and bitter,

with mental consequences that last long after the physical wounds have healed.

Children suffering abuse develop a range of maladaptive, anti-social and self-destructive

behaviors and thoughts by trying to cope with the abuse - by trying to understand the situation

and why the abuse is happening.

Legal basis

Save the Children in the Philippines seeks to prioritise across the following strategy

areas: children in residential care, children in armed conflict and disasters, children in

situations of migration (including for trafficking purposes), and children in exploitative

and hazardous work conditions.

The following components have been identified as elements of an effective child protection

system:

1. Legal and policy framework, including regulations and standards compliant with

the United Nations Convention on the Rights of the Child 1989 (UNCRC), other

international standards and good practice.

2. Effective regulation and oversight to ensure that standards are upheld at all levels.

Some argue that this component necessitates the existence of a specific agency or

ombudsperson dedicated to child protection and/or child welfare, with the mandate,

means, authority and responsibility to ensure that the system works effectively.

3. Preventive and responsive services, including both the institutions and structures

(formal and informal, government and nongovernmental) that deliver the services,

and the processes through which services are delivered. These include case

management systems, other information systems, and appropriate budgeting and

management. In a formalised system, this will have as a core element, a social work

system providing a response to specific child protection issues and cases.

4. Effective coordination – particularly on case management – between relevant government

and non-governmental actors and between sectors at different levels.

5. Knowledge and data on child protection issues and good practices to inform evidence-

based policy development and advocacy.

6. A skilled child protection workforce that can respond and expand to meet the specific

protection issues arising in emergencies. Practitioners with minimum skills in social or

community work who can be trained quickly and have a core understanding of child

protection issues. A workforce should also include those with data management skills and

policy-makers able to develop appropriate policy and legislative measures which rapidly

respond to the immediate risks that children face.

7. Children’s voices and participation.

8. An aware and supportive public.

9. Adequate funding for all of the elements listed above, and appropriate budgeting

processes that cover both long- and short-term needs for child protection systems.

Statement of the problem

The study aims to determine the level of awareness on R. A. 9262 violence against

women and their children.

Specifically, the following questions will be answered by the respondents:

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

a. Age

b. Educational attainment

c. Occupation

d. Monthly Income

2. What is the level of awareness of the respondents on R. A. 9262?

3. How do the respondents perceived the effects of physical child abuse to the under age

children.

Objectives of the study

The researcher will come-up to the following objectives of the study such as:

1. Determine the level of awareness among parents to Republic Act of 9262 also known as

violence against women and their children.

2. Ascertain the level of awareness among the respondents towards the Republic Act.

3. Provides level of awareness to them and protect children’s as reprimanded by the

constitution.

Significance of the study

The output will provide importance to the following:

Parents. The study will give them insight that will help them in caring their children as well in

protecting them.

Community officials. The result of the study will give them enough knowledge to the R. A.

9262, that they will impart pertinent information to parents in their community relating to the

republic act.

To the researcher. The fulfilment of the study will help her in her field of course that she may

soon apply. It will also a beneficial trough finishing her degree in college.

Future researchers. The study will help them in creating a follow-up study. This endeavour will

be their basis in their research.

Scope and delimitation of the study

The study limits itself to the level of awareness to R. A. 9262 also known as violence

against women and their children.

The study will focus on the level of awareness of parents in Naguillan, Isabela. The

researcher will make use of the parents as respondents in the study they are residents of Centro

Naguillan, Isabela.

Definition of terms

For the readers to grasp the following items in the study the researcher define them in

operational and conceptual definition.

Level. This refers to a set where a function takes on given constant value.

Awareness. Pertains to the state or ability to perceived, to feel or to be consicious of events

objectives or sensory patterns.

R. A. 9262. This refer to the Republic Act being amended to violence against women and their

children.

Violence. This defines as the as "the intentional use of physical force or power, threatened or

actual, against oneself, another person, or against a group or community, which either results in

or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment, or

deprivation," but acknowledges that the inclusion of the "the use of power" in its definition

expands on the conventional meaning of the word.

Against. This refers to an opposition.

Women. This means a female human. The term woman is usually reserved for an adult, with the

term girl being the usual term for a female child or adolescent. 

Children. a child (plural: children) is generally a human between the stages of birth and puberty

Chapter 2

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter deals with literatures and studies which brings relevance to the current

undertakings.

Foreign literatures

Save the Children defines child protection as measures and structures to prevent and

respond to abuse, neglect, exploitation and violence affecting children in all settings. Such

processes are essential to ensuring children’s rights to survival, development and well-being in

all settings at all times. It is when children are not protected that their rights as well as their

families are most threatened. In addition, reaching the most vulnerable and isolated populations

helps ensure the health and well-being of all and is indispensible in achieving the Millennium

Development Goals (MDG). For example, children who are most at risk of extreme poverty and

hunger are the most vulnerable to violence, exploitation, abuse and discrimination. Marginalised

children are also denied access to essential services such as health care and education. There

have been attempts to link child protection with social protection which has now become a trend

especially among member countries of the Association of Southeast Asian Nations (ASEAN).

Social protection refers to policies and programmes designed to reduce poverty and

vulnerability. It has also been demonstrated that an investment on child protection, which can be

considered an integrated part of social protection, could be an efficient means to reducing

poverty and increasing future growth. Ensuring that children are provided access to basic

education, health, and nutrition services enhances their potential to earn income in the future. In

this sense, social protection for children increases the likelihood of breaking the intergenerational

transmission of poverty.

However, child protection work involves not only developing systems and mechanisms

that provide meaningful protection for all children in the longer term but also strengthening the

capacity of a variety of actors to protect children. It is only through the concerted efforts of

individuals and groups, adults as well as children, that child protection can become effective and

sustainable.

in Western society the most recent efforts to acknowledge explain and challenge male

violence against women coincide with the re5emergence of the feminist movement in the early

1970’s feminist activists identified male violence against women as central to the

perpetuation of women’s oppression seeing sexual assault, rape, sexual harassment,

domestic violence and other forms of male violence as part of a continuum of violence

against women and children Melly, 2007 Radford et al 2008 );

individual characteristics and circumstances alone cannot explain why this should be the case'

feminist commentators suggest that the context for violence against women is a cultural and

political framework in which women are not equal partners with men's violence against

women is both the result of gender inequality and the means by which it is perpetuated

(Brownmiller, 2007 Dobash et al 2009 ).

As awareness of the prevalence and impact of violence against women increased

institutional responses to the issue gradually shifted' throughout the1970’s and early 1980’s for

example, the police response to allegations of rape

wa s   ch a ra c t e r i z ed  by   ag g re s s ive  qu es t i o n ing  o f   co mpl a ine r s   ba sed  on an

assumption that women were lying' following research into the investigation of sexual assault in

Scotland (Chambers and Millar, 2000), a significant policy shift

b e g a n   w i t h   t h e   p u b l i c a t i o n   i n   2 0   o f   g u i d e l i n e s   t o   c h i e f   c o n s t a b l e s

o n responding to women alleging rape (Scottish office, 2005).

Local literatures

As signatory to international conventions and declarations upholding gender equality and

women’s human rights of the Philippines has passed several laws protecting women from that

pervasive but hitherto unrecognized menace to gender-based violence more specifically violence

against women and children (VAWC) As a result of the designated government agencies have begun to put

up mechanisms to address (VAWC).

Foreign study

in a recent Minnesota study of women who had experienced violence by a partner, 114 women were

interviewed about the extent to which their children were involved in the violence – 21%

reported that their children had tried to get help when they were being assaulted, and 23%

reported that their children had been physically involved in the events' factors affecting

children’s attempts to intervene included the stability of the woman’s financial and social

situation, the frequency of the abuse and the impact of the abuse on her life and

health'Ch i l d r e n  we re  more   l i ke ly   t o   i n t e r ve ne  when   t he i r  mo the r ’ s  

f i nanc i a l / soc i a l situation was less stable when the abuse was frequent and the

greater the impact on the woman-s life and health' Children were less likely to intervene if the abuser was their

biological father (Edleson et al 2003 )

Local study

The Republic Act No. 9262 otherwise known as Anti-Violence against Women and Their

Children Act of 2004 provides the legal framework of the country’s effort to address violence

committed against women and children in keeping with the fundamental freedom guaranteed

under the Constitution and the Provisions of the Universal Declaration of Human Rights. This

study determined the awareness on Anti-Violence against Women and their Children Law among

women of Village Looc, Mandaue City, Philippines in 2011. This study utilized the descriptive-

correlational design. The respondents were 96 women who were selected through purposive

sampling with the inclusion criteria that they must be at least 16 years old and living with a

partner. Majority of the respondents were 25-65 years old, single with live-in partner, has 0-3

children, high school graduates and belonged to the low monthly income bracket. Most of the

respondents expressed that they have acquired awareness on intimate partner violence from

watching television. Majority of the respondents were aware of the intimate partner violence in

RA 9262. There was a significant relationship between the modes of Information, Education and

Communication (IEC) and level of awareness of the respondents on RA 9262. This study

concludes that full awareness on RA 9262 through the modes of IEC is necessary to ensure

protection of women and their children

Conceptual framework

Input Process Output

Profile of the respondents.

What is the level of awareness among the respondents towards R. A. 9262 also known as violence against women and their children

→

Assess profile of the respondents.

Identify and categorize the level of awareness among the respondents to the R. A. 9262.

→

Identified strategies they used to cope with the violence and abuse encountered by their children

Determine the extent of the awareness among parents

The framework shows the relationship of the three boxes namely the input, process, and

output.

Input phase consist of the profile of the respondents. The process includes the

Assessment of profile of the respondents, Identifying and categorizing the Identify and

categorize the level of awareness among the respondents to the R. A. 9262; the expected output

of the study is Identified strategies they used to cope with the violence and abuse encountered by

their children

The framework will show the course of the study on how it will be conducted.

Hypothesis

To be able to determine the level of awareness among the respondents the researcher will

try the hypothesis below:

There is no significant difference between the level of awareness among the respondents

according to their demographic profile.

Chapter 3

METHODS AND PROCEDURES

This chapter presents the methods and procedures used in the gathering of information

needed for the current study. It consist of the research method, the respondents of the study, the

data instrument, data gathering procedures and statistical tools to be used in analyzing and

interpreting the data.

Research Method

The researchers will use of the Descriptive survey method for it is the most efficient way

in describing the worthiness of the study. As defined by Laurentina P. Calmorin, Descriptive

Survey is a method designed to describe the worthiness of the current undertaking.

A descriptive survey, typically seeks to ascertain respondents' perspectives or experiences

on a specified subject in a predetermined structured manner. A "citation analysis" represents a

variation of the descriptive survey method.

Sample selection is critical to the validity of the information that represents the

populations that will be studied. The approach of the sampling will help to determine the focus

of the study and allows better acceptance of the generalizations that are being made. Careful use

of biased sampling can be used if it is justified and as long as it is noted that the resulting sample

may be true representation of the population of the study.

This method help the researcher determine level of awareness to R. A. 9262 violence

against women and their childrens among the residence of Naguillan, Isabela

The researcher will make used of questionnaire and personal interviews to obtain data

from the respondents.

Respondents of the Study

This study focuses on the level of awareness to R. A. 9262 violence against women and

their childrens among the residence of Naguillan, Isabela

To be able to come-up with the information needed for this study, the researcher will

involve resident parents of Naguillan, Isabela, which will provide the source of information in

the study.

Data Gathering Instrument

In order to obtain relevant information, the researchers utilized a set of questionnaires.

This serves as the source of information in the study and to facilitate the collection of data from

the respondents. The questionnaire consists of two parts.

Part 1 of the questionnaire comprises of the demographic profile of the respondents.

Part 2 includes the items pertaining to the level of awareness to R. A. 9262 violence

against women and their childrens among the residence of Naguillan, Isabela.

Data Gathering Procedures

The researcher will follow the following steps and procedures in gathering the data:

1. The researchers sought permission from the person in authority to make use of the

employees and clients as respondents.

2. Constructed the questionnaire suited to the present undertaking.

3. Floated the questionnaires to the respondents.

4. Retrieved the questionnaires from the respondents.

5. Tabulate the gathered data.

6. Analyze and interpret the data gathered.

Statistical Tools Used

In order to analyze the data gathered, the following statistical tools will be utilized by the

researchers.

Simple frequency and percentage. Formula is used for the computation of the profile of

the respondents.

Formula:

Whereas:

P = Percentage

f = Frequency

n = total number of respondents

100 = constant variable

Mean. This tool was used to determine the average perception of the respondents using

the formula:

Formula:

x = ∑x/n

Where:

X = is the mean

∑x= is the sum of x

n = Total number of cases

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Implementation of any new program takes time, money and adjustment to change.

The Anti Bullying Bill Rights Act requires schools to take measures against bullying that

prior to the law, May just been a dream.

Bullying is the most frequent form of peer victimization in schools, that creates

impact children. The effects of bullying on children have been well-documented, from

psychological and physical harm, poor academic performance, alcohol and drug use, and

violent behaviors. In its most extreme form, relentless bullying has even driven some

young people to suicide. 

Bullying prevention is being approached in a few different ways. National

campaigns like Stop Bullying Now! work to increase awareness about bullying and

strategies for prevention. Since its inception, the Stop Bullying Now! campaign has

provided resources, including an online toolkit of educational materials, to schools

and youth clubs throughout the country. Schools have also implemented a variety of anti-

bullying curricula to improve school climate and prevent bullying behaviors in schools.

Bullying can be verbal, physical, or via the Internet. It can severely affect the

victim's self-image, social interactions, and school performance often leading to

insecurity, lack of self-esteem, and depression in adulthood. School dropout rates and

absences among victims of bullying are much higher than among other students.

The most impressive and influential efforts for preventing bullying have been the

passage of the country anti-bullying legislation that require or recommend that schools

engage in various anti-bullying practices, such as developing anti-bullying school

policies, implementing anti-bullying curricula and creating procedures for reporting and

investigating bullying incidents. 

Basically, bully-victims adapt the same qualities of bullies and victims as

discussed earlier. The unique case of the bully-victim indicates that bully-victims learn

confrontational behavior at home, directing them to apply it to the rest of the world as

cruel and untrustworthy which may lead them to having low self-esteem, high

neuroticism and serious deficits in problem solving abilities.

Though the bullies are the antagonists, bullying behavior is often associated with

other problems faced by the bully. Lacking the ability to process social information and

misinterpreting others’ behaviors as being hostile are common examples of deficits

bullies encounter. Bullies might mistakenly perceive hostility from another, and thus they

will react aggressively. Bullies also lack the ability to problem-solve, leading them to

externalize their issues as a coping mechanism. Bullying may be a behavior manifested

due to the home lifestyle adapted by the bully. For example, if the bully’s guardian or

caretaker tolerates aggressive behavior in the home, the student will deem it acceptable to

bring that sort of behavior with him to school. In another instance, a bully may learn

aggression through a caretaker’s treatment of him.

Exploring the effectiveness of anti-bullying policies would have much value

considering the staggering statistics concerning bullying prevalence in schools.

Approximately one in five children and adolescents are victims of bullying and one in

three are involved as a bully, victim, or both

Social workers in the school setting are constantly dealing with student behaviors

and will inevitably encounter bullying issues among students. It would be crucial for

social workers and other helping professionals in the school setting to know whether or

not the implementation of anti-bullying policies is achieving its purpose. Being in a

position to have the opportunity to work so closely with students, social workers need to

know if they are making the appropriate interventions in bringing about a healthier, safer

school environment. In order to discover whether or not anti-bullying policies that are in

place in high school systems are truly having a beneficial impact on the school and its

students, this study will cover the frequency of bully reports by students, the students’

perspectives on how their high schools addressed the issue and what they have done to

prevent future bullying practice.

It is imperative that public health professionals engage in discussions with law

makers to provide a scientific basis for legislative decision-making relevant to public

health and prevention. In the case of school bullying, laws may, indeed, lead to changes

in behavior and safer school environments. Furthermore evaluate the extent to which

such practices have led to reduced bullying victimization by linking our qualitative case

study data with quantitative data on bullying as reported by students and school officials.

In the Philippines, the House of Representatives has approved a bill requiring all

elementary and secondary schools to adopt anti-bullying policies. House Bill 5496, the

Anti-Bullying Act of 2012, seeks to promote greater awareness of the impact of bullying

and how it can be prevented.

The bill requires that anti-bullying policies be included in the school’s student and

employee handbook; details of the policies should be posted in school websites and

school walls; schools shall submit their anti-bullying policies to the Department of

Education (DepEd) within six months upon effectivity of the law; bullying incidents in

schools must be reported to the division superintendents, who in turn shall report to the

Education Secretary; and the DepEd must submit a report on bullying incidents to the

appropriate congressional committee and impose sanctions on school administrators who

do not implement anti-bullying policies.

Bullying is now the number one non-academic issue that most educators face, and

is one of the top concerns of many parents. Defined as an act of repeated aggressive

behavior in order to intentionally hurt another person either emotionally, verbally, or

physically, bullying is characterized by an individual behaving in a certain way to gain

power over another person. Bullies may behave this way out of jealousy or because they

themselves are bullied. When they leave school, they will most likely carry on their

bullying in the workplace.

With the approval of the Anti-Bullying Act of 2012, this year has started just right, providing

relief for the millions of students who experience bullying in school. It is hoped that the Anti-

Bullying Act of 2012 will help schools create an environment where children can develop their

full potentials with suffering bullying from others.

Legal basis

School bullying is a type of bullying that occurs in an educational setting. Bullying can be

physical, sexual, verbal or emotional in nature.

School bullying may be more specifically defined as unwelcome behavior among

school-aged children that involves a real or perceived power imbalance. In order to be

considered bullying, the behavior must be aggressive, and must include:

A difference in power. Children who bully use their physical strength or popularity to control

or harm others.

Repetition — happening more than once or have the potential to happen more than once.

The long-term effects of school bullying are numerous, and can include sensitivity,

anxiety, and depression. Recent statistics suggest that the majority of students will

experience bullying at some point in their academic careers. In the early 21st century,

increasing attention has been given to the importance of teachers and parents

understanding and recognizing the signs of bullying (among both bullies and victims),

and being equipped with strategies and tools to address school bullying.

Types of bullying

Direct bullying is a relatively open attack on a victim that is physical and/or

verbal in nature. Indirect bullying is more subtle and harder to direct, but involves one or

more forms of relational aggression, including social isolation, intentional exclusion,

rumor-spreading, damaging someone's reputation, making faces or obscene gestures

behind someone's back, and manipulating friendships and other relationships.

Physical bullying

Physical bullying is any unwanted physical contact between the bully and the

victim. This is one of the most easily identifiable forms of bullying.

Emotional bullying

Emotional bullying is any form of bullying that causes damage to a victim’s

psyche and/or emotional well-being.

Verbal bullying

Verbal bullying is any slanderous statements or accusations that cause the victim

undue emotional distress.

Cyber bullying

According to the website Stop Cyberbullying, "Cyberbullying is when a child,

preteen or teen is tormented, threatened, harassed, humiliated, embarrassed or otherwise

targeted by another child, preteen or teen using the Internet, interactive and digital

technologies or mobile phones." This form of bullying can easily go undetected because

of lack of parental/authoritative supervision. Because bullies can pose as someone else, it

is the most anonymous form of bullying. Cyber-bullying includes, but is not limited to,

abuse using e-mail, blogs, instant messaging, text messaging or websites. Many who are

bullied in school are likely to be bullied over the Internet, and vice versa.

Prevention of Cyber-bully

According to the website Stop Cyberbullying, "When schools try and get involved

by disciplining the student for cyber-bullying actions that took place off-campus and

outside of school hours, they are often sued for exceeding their authority and violating

the student's free speech right." 

Cyber-bullying has become extremely prevalent in today's society. Since 95

percent of teens making use of social media reported having witnessed malicious

behavior on social media from 2009 to 2013, the odds for rash behaviour by a victim are

very high. This calls for preventive measures. As sites like Facebook or Twitter offer no

routine monitoring, children from a young age must learn proper Internet behaviour, say

Abraham Foxman and Cyndi Silverman: "This is a call for parents and educators to teach

these modern skills... through awareness and advocacy. "Parents and educators need to

make children aware at a young age of the life-changing effects cyber-bullying can have

on the victim. The next step for prevention is advocacy.

Forms of bullying

Bullying is delivered in a number of different forms and is not limited to one

gender. Forms include verbal, physical, direct, sexual harassment, and relational bullying.

Bullying covers a wide range of age groups but is particularly prominent between the

ages of 9–18. Boys tend to do more bullying than girls, especially in the form of physical

bullying. However, girls usually tend to bully in verbal forms.

Understanding the semiotics of school-age bullying may increase the chances of

stopping the problem before drastic measures are taken by the victims, such as suicide.

Bully, target, and bystander are labels that have been created to help describe and

understand the roles of the individuals involved in the vicious cycle. Barbara Coloroso,

an expert in the field of bullying prevention, explains that the labels serve as descriptors

of a child’s behavior rather than permanently labeling the child.

Bullying Venues

Bullying occurs in and away from schools; however, the majority of bullying

takes place in educational institutions. Bullying locations vary by context. For example,

the playground is the most dangerous area on the elementary level, followed by the

outdoor recess area, hallways, indoor recess, and classrooms. In middle school, hallways

were the most perilous location, followed by the lunchroom, outdoor recess areas,

classrooms, indoor recess, and the front of the school.

The bathroom, locker room, bus, front and back of the school, gym, parking lot,

coat room, and cubby areas are other hazardous bullying zones.

The common denominator in almost all of these locations is inadequate or no

supervision and unstructured time. Under these conditions, opportunistic children have

free rein. For example, recess, playgrounds and hallways head the list of trouble spots

because there are few adults supervising large numbers of children who are constantly

moving around wide expanses with few or no organized activities.

Identifying

Verifying the signs that signify bullying characteristics are slightly harder than

expected. They are usually viewed as loud and assertive and may even be hostile in

particular situations. Bullies are not usually the largest kid in a class, but may be part of

the popular or cool kids group. The bullies that are part of a popular group may not come

from intense disciplinary homes, rather they gain acceptance from the peer group by

bullying a victim.

Victims of bullying typically are physically smaller, more sensitive, unhappy,

cautious, anxious, quiet, and withdrawn. They are often described as passive or

submissive. Possessing these qualities make these individuals vulnerable to being

victimized. Unfortunately bullies know that these students will not retaliate, making them

an easy target.

A general semantics term called indexing is useful in dealing with the different

types of bullying. Indexing is a way to categorize of signs. This allows educators and

parents a way to assist in recognizing how bullying behavior varies. By understanding

and recognizing the different varieties of behavior it helps to allow flexibility in the

responses to the variations.

Strategies for teachers

Children spend a lot of their time in school. Although bullying can happen anywhere,

the vast majority of bullying occurs in school, which means that a teacher’s influence is

profound. It is important for teachers to be able to identify the signs of bullying, and also

be equipped with the strategies to help both bullies and victims. Below is a list of

possible warning signs, as well as ways that teachers can help students in their

classrooms.

Easily frustrated and quick to anger

Does not recognize impact of their behaviour

Has friends who bully and are aggressive

Few friends at school or in neighbourhood

Afraid to go to school

Appears anxious or fearful

Low self-esteem

Lower interest in activities and lower performance at school

Injuries, bruising, damaged belongings

May appear isolated from the peer group

Complains of feeling unwell (headaches and stomach aches)

Helping students who are bullied

Teach the appropriate social skills

Build self-esteem

Encourage students to report bullying

Advocate for individual children

Model healthy relationships

Promote inclusive classrooms

Manage student interactions

Intervene early (and frequently)

Helping students who bully:

Help them change the way they use their power

Acknowledge positive behaviours

Give consequences that teach (and not punish)

Establish a code of conduct

Have student sign a behavioural contract

Statement of the problem

The study aims to determine the awareness and impact of Anti-bullying Act among

students of Cabatuan National High School (CNHS).

Specifically the following questions will be answered,

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

a. Age

b. Gender

c. Year level

d. Present work of parents

e. Ethnicity

2. What is the type of bullying act encountered in terms of:

a. Physical bully

b. Verbal bully

3. What is the extent of awareness on the impact of anti-bullying act among students?

4. What is the impact of Anti-bullying act to students as perceived by the student

respondents?

Objectives of the study

The purpose of this study is to:

1. It is assumed that the study will find a relationship between bullying awareness and the

prevalence of bullying in Cabatuan National High School.

2. Subjects will be able to identify bullying behaviors and the prevalence, along with

defining their own attitudes on peer harassment/bullying.

Significance of the study

The result of the study is deemed important to the following:

To the students. This output of this study will provide information to every

students that in this matter they will have insights on the coping mechanism that the

students who have encountered to be bully.

To the teachers. This research will serve as a basic for the teachers in

encouraging the students to organize a study as it will be helpful in enhancing their

knowledge and skill. Learning with the impact of bullying act will serve as perspective to

the realization in the school settings.

To the researcher. This can be used as basis in conducting research for a thesis.

This study will be used as additional materials in the same study.

To the future researcher. This study might serve as the basis in the future study.

Scope and Delimitation

This study focuses on. the awareness and impact of Anti-bullying Act among students of

Cabatuan National High School (CNHS).

That the source of the information in the study will come to the students respondents in

Cabatuan National High School (CNHS) for the school year 2014 – 2015.

Definition of Terms

For better understanding of the study, the following terms were defined as used in this

study.

Bullying Act.  Is legislation enacted nationally or by a sub-national jurisdiction to help reduce

and end bullying against students.

Extent.  The period during which a variable has a particular value

Impact. A high force or shock (mechanics) over a short time period

Physical bully. Is an act when a person uses overt bodily acts to gain power over peers. It  

include kicking, punching, hitting or other physical attacks.

Verbal bully. It is an act occurs when someone uses language to gain power over his or her peers,

relentless insults and teasing to bully his or her peers. For instance, a verbal bully may make fun

of a peer's lack of physical 

Chapter 2

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter presents related literature and study which bring information and

relevance to the current undertakings.

Foreign literatures

The dynamics or makings of bullying have been present as long as there have

been schools (Dunn, 2001). However, the number of bullying cases in school is much

higher and more serious today than 15 years ago (Fleming & Levine, 2002). Wilkinson

(2003) released that children in sixth through tenth grade, almost one in six, meaning 3.2

million, are victims of bullying each year. A new form of bullying is cyber-bullying. This

is when via text messaging, cell phone pictures, web sites, e-mail or chat rooms, bullies

can extend their emotional harassment over the wires with just one click. One advantage

that a bully has with this form is that the screen name gives the bully a mask of

anonymity, making it very difficult to trace (Paulson, 2004).

Americans have viewed bullying as a rite of passage, an inevitable act that will

happen to all. However, with the increase of school shootings, Americans are taking a

second look at the connection between bullying and school violence. The U.S. Secret

Service found that bullying was a key factor in two-thirds of 37 school shootings

(Viadero, 2003). The agency found that attackers, the student shooters, had felt

persecuted, bullied, threatened, attacked, or were injured by others (Viadero, 2003). This

evident connection between bullying and school violence in the United States has created

an interest for research in this area.

Some of the research, such as Espelage,(2002) found that the bullying in the

United States is more complex than the past stereotypes suggest (cited in Viadero, 2003).

Espelage also stated that bullies could be both victims, as well as aggressors, and of

either gender (cited in Viadero, 2003). She felt there was quite a bit of work to do in this

area and that it was unfortunate it took school shootings to make us think more about the

issue (cited in Viadero, 2003).

Wiseman, (2003) explained that gender defined who has power by how a

particular culture may define masculinity and femininity. She stated that masculinity is

still defined as control over oneself and others. Femininity has, however, become more

complicated, but still can be defined as needing male attention for validation, and

presenting a nonthreatening manner to get attention (Wiseman, 2003). This is called

gender ideals.

Pepler and Sedighdellami (1998), stated that bullies are well versed in aggressive

behaviors to get something they want, because the lessons were first learned at home

(cited in Roberts, 2000). Hazier (1996), stated specifically those humans are most

vulnerable to learning appropriate behaviors when they are young. The majority of

bullies sees and hears aggressive emotions and behaviors in their families (cited in

Roberts, 2000). Praise, encouragement, and humor are quite rare in the families of

bullies. The negative behaviors of sarcasm, put-downs, and criticism are more prevalent.

Bullies observe aggressive physical, verbal, or emotional behaviors from one or both

parents. A seven-year-long study done in Massachusetts found a correlation between peer

victimization at an early age and later violent behavior. One of the top two predictors for

future aggression was disciplinary practice by the parents of children in the study

(Viadero, 2003).

Foreign study

There have been several studies like the ones done by Fleming and Levine (2000),

Roland (2002), and Viadero (2003), who have studied the behaviors of the bully, the

bully’s victim, and the quiet witness known as the bystander. Dan Olweus, a professor of

psychology at the University of Bergen in Norway, was one of the first to conduct studies

in this area. His interest stemmed from a case where three young boys ages 10 to 14 took

their own lives, because of the constant bullying that they endured each day (cited in

Viadero, 2003, p. 24). In the Roberts (2000), Smith and Cowie, Olafsson and Liefooghe

(2002)

Viadero (2003) shares some insights on the dual roles of victim and tormentor

known as the provocative bully or bully victims. This group is getting the most attention,

as the provocative bully is more depressed and anxious (Viadero, 2003). Why the

attention? These are the individuals that have been known to come to school with a

weapon and kill their classmates or teachers. At Columbine High School, Klebold and

Harris were labeled bully victims after the massacre that took place in 1999 (Viadero,

2003).

Finally, Dunn’s (2001) study shows that students who are singled out as a less

powerful person, bullying occurs by the more powerful individual or group. This bullying

behavior can be physical or psychological to the victim.

Olweus (1978), a professor of psychology in Norway, is considered the

forerunner in research on this topic. His interest stemmed from a case of three 10-14 year

old boys who took their own lives, because bullies had tormented them (cited in Viadero,

2003). This incidence of suicide among victims seems to happen because of the feelings

of low self-esteem and a realization of being a victim of bullying (Roland, 2002).

Hypothesis

The researcher will try the hypothesis below:

There is no significant difference between the level of awareness and impact of bullying

among the respondents in Cabatuan National High School when grouped according to their

profile.

Conceptual framework

Input Process Output

Profile of the respondents.

What is the type of bullying act encountered?

What is the extent of awareness on the impact of anti-

→

Assess profile of the respondents.

Identify and categorize the bullying act encountered by students

Determine the impact of anti-bullying act among students

→ Identified strategies they

used to cope with bully students

Determine the extent of the impact of bullying act among CNHS students

bullying act among students?

The framework shows the relationship of the three boxes namely the input, process, and

output.

Input phase consist of the profile of the respondents. The process includes the

Assessment of profile of the respondents, Identifying and categorizing the bullying act

encountered by students, and the Determination of the impact of anti-bullying act among

students; the expected output of the study is having an identified strategies among the students as

well as to determine the extent of the impact of bullying act among CNHS students.

The framework will show the course of the study on how it will be conducted.

Chapter 3

METHODS AND PROCEDURES

This chapter presents the methods and procedures used in the gathering of information

needed for the current study. It consist of the research method, the respondents of the study, the

data instrument, data gathering procedures and statistical tools to be used in analyzing and

interpreting the data.

Research Method

The researchers will use of the Descriptive survey method for it is the most efficient way

in describing the worthiness of the study. As defined by Laurentina P. Calmorin, Descriptive

Survey is a method designed to describe the worthiness of the current undertaking.

A descriptive survey, typically seeks to ascertain respondents' perspectives or

experiences on a specified subject in a predetermined structured manner. A "citation

analysis" represents a variation of the descriptive survey method.

Sample selection is critical to the validity of the information that represents the

populations that will be studied. The approach of the sampling will help to determine the

focus of the study and allows better acceptance of the generalizations that are being

made. Careful use of biased sampling can be used if it is justified and as long as it is

noted that the resulting sample may be true representation of the population of the study.

This method help the researcher determine level of awareness and impact of Anti-

bullying Act among students of Cabatuan National High School (CNHS).

The researcher will make used of questionnaire and personal interviews to obtain data

from the respondents.

Respondents of the Study

This study focuses on the level of awareness and impact of Anti-bullying Act among

students of Cabatuan National High School (CNHS).

To be able to come-up with the information needed for this study, the researcher

will involve students of CNHS, which will provide the source of information in the study.

Data Gathering Instrument

In order to obtain relevant information, the researchers utilized a set of questionnaires.

This serves as the source of information in the study and to facilitate the collection of data from

the respondents. The questionnaire consists of two parts.

Part 1 of the questionnaire comprises of the demographic profile of the respondents.

Part 2 includes the items pertaining to the level of awareness and impact of Anti-

bullying Act among students of Cabatuan National High School (CNHS).

Data Gathering Procedures

The researcher will follow the following steps and procedures in gathering the data:

1. The researchers sought permission from the person in authority to make use of the

employees and clients as respondents.

2. Constructed the questionnaire suited to the present undertaking.

3. Floated the questionnaires to the respondents.

4. Retrieved the questionnaires from the respondents.

5. Tabulate the gathered data.

6. Analyze and interpret the data gathered.

Statistical Tools Used

In order to analyze the data gathered, the following statistical tools will be utilized by the

researchers.

Simple frequency and percentage. Formula is used for the computation of the

profile of the respondents.

Formula:

Whereas:

P = Percentage

f = Frequency

n = total number of respondents

100 = constant variable

Mean. This tool was used to determine the average perception of the respondents

using the formula:

Formula:

x = ∑x/n

Where:

X = is the mean

∑x= is the sum of x

n = Total number of cases