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 longterm 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 evidencebased 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
was characterized by aggressive questioning of complainers based on
rape an
assumption that women were lying' following research into the investigation of sexual assault in Scotland
(Chambers
and
Millar,
2000),
a
significant
policy
shift
began with the publication in 20 of guidelines to chief constables 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'C h i l d r e n w e r e m o r e l i k e l y t o i n t e r v e n e w h e n t h e i r m o t h e r ’ s f i n a n c i a l / s o c 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 descriptivecorrelational 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
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
Process
→
Assess profile of the respondents. Identify and categorize the level of awareness among the respondents to the R. A. 9262.
Output
→
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 2. 3. 4. 5. 6.
employees and clients as respondents. Constructed the questionnaire suited to the present undertaking. Floated the questionnaires to the respondents. Retrieved the questionnaires from the respondents. Tabulate the gathered data. 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 antibullying 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 AntiBullying 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 antibullying act among students?
→
Assess profile of the respondents. Identify and categorize the bullying act encountered by students Determine the impact of anti-bullying act among students
strategies they → Identified used to cope with bully students Determine the extent of the impact of bullying act among CNHS 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 Antibullying 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 Antibullying 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 2. 3. 4. 5.
employees and clients as respondents. Constructed the questionnaire suited to the present undertaking. Floated the questionnaires to the respondents. Retrieved the questionnaires from the respondents. 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
