BULLYING AMONG GRADE 10 STUDENTS IN TARLAC NATIONAL HIGH

SCHOOL

RESEARCH PAPER

TARLAC NATIONAL HIGH SCHOOL

SAN ROQUE, TARLAC CITY

IN PARTIAL FULFILLMENT

OF THE REQUIREMENT

FOR ADVANCED ENGLISH

JOANNA S. TIPAY

THERESE JOIE T. CONSTANTINO

2018-2019
 TABLE OF CONTENTS
PAGE
TITLE PAGE………………………………………………………………………………i
TABLE OF CONTENTS…………………………………………………………………ii

Chapter
1. INTRODUCTION ...............................................................................................1

Introduction……………………………………………………………….1
Statement of the problem…………………………………………………5
Significance of the study………………………………………………….6
Scope and Limitation……………………………………………………...7
Definition of terms………………………………………………………...7

2. REVIEW OF RELATED LITERATURE AND STUDIES…………………11

Related Literature and studies……………………………………………11

Foreign and Local………………………………………………………..14

3. RESEARCH METHODOLODY……………………………………………..17

Research Design…………………………………………………………17
Participants of the study…………………………………………………18
Data Gathering…………………………………………………………..18
Research Procedure……………………………………………………...19
 Chapter 1

INTRODUCTION

Bullying is when people repeatedly and intentionally use words or actions against

someone or a group of people to cause distress and risk to their wellbeing. These actions

are usually done by people who have more influence or power over someone else, or who

want to make someone else feel less powerful or helpless. 

Bullying is not the same as conflict between people (like having a fight) or

disliking someone, even though people might bully each other because of conflict or

dislike.

Bullying is when someone is being hurt either by words or actions on purpose,

usually more than once, feels bad because of it, and has a hard time stopping what is

happening to them.

While the bullying definition is broad and can occur in a variety of environments

it usually is a relationship problem and requires relationship-based solutions. These are

best solved in the social environment in which they occur: in a child or young person's

life, this is most often the school.

Bullying is an ongoing and deliberate misuse of power in relationships through

repeated verbal, physical and/or social behavior that intends to cause physical, social

and/or psychological harm. It can involve an individual or a group misusing their power,

or perceived power, over one or more persons who feel unable to stop it from happening.
 Bullying can happen in person or online, via various digital platforms and devices

and it can be obvious (overt) or hidden (covert). Bullying behavior is repeated, or has the

potential to be repeated, over time (for example, through sharing of digital records)

Bullying of any form or for any reason can have immediate, medium and long-

term effects on those involved, including bystanders. Single incidents and conflict or

fights between equals, whether in person or online, are not defined as bullying.

Bullying can lead suicide and death, According to Centers for Disease Control suicide is

caused death number three in adolescent. Study by Yale University (2008) adolescent

that became victim of bullying 2 to 9 times more likely consider to suicide. Suicide case

related bullying must be prevent, this situation contrary with the reality that even bullying

occurs in school, but sometimes people does not aware or just think that as naughtiness of

the children. From CDC (2011) prevalence of student who involved in or affected by

bullying are 43.9% students middle school and 30.5% students high school, study by

Owusu et al. (2011) found that 40.1% of the total sample student being bullied and likely

significant have negative psychological health than students who do not become bullied.

Study by Allison, Roeger and Reinfeld-Kirkman (2009) show that nearly one-fifth of

adults reported having experience of bullying when they at school and this study also

found that those who had been bullied significantly poorer mental and psychological

health. According data from Global School Health Survey (GSHS) of WHO, 2007

prevalence of bullying in Indonesia is 49 %, Thailand 27,8% in 2008 and Filipina 35.7%

student in 2004. Moreover with a population of adolescents are 1,2 billion in worldwide

which is 18-25% adolescent in Asia (WHO,2010) and there are 3,6 million adolescent or
18 % of the total population in Indonesia (National office of Statistic,2010) if we did not

immediately address this problem, the future of the adolescent will be dangerous.

The studies show evidenced that bullying is very dangerous for the future of

students as it could cause depression or even suicide. In 2010, Kvarme, Helseth, Sateren

and Natvig found that school children who have been bullied felt helpless, lonely and

excluded when they were bullied, students who have been bullies have an increased risk

of developing anxiety, depression. Study by Owusu, Hart, Oliver and Kang, (2011) also

found that victim of bullying were significantly more likely to report negative

psychological health such as signs of depression, suicide ideation, being so worried that

affect sleep and loneliness. Moreover study from Korea shown that Victim perpetrators

reported more suicidal/self injurious behaviors (Kim, Koh, Laventhal, 2005). In 2010,

Patching and Hinduja found that Students who experienced cyberbullying both as a

victim and an offender, had significantly lower self esteem than who had little or no

experience with cyberbullying and also study by Schneider, O’Donnell, Stueve and

Coulter (2012) found that victim of bullying report low school performance and school

attachment, psychological distress was highest among victim of bullying.

Study about the intervention also have been conduct to overcome bullying.

Blosnich and Bossarte (2011) found that having adults and staff that supervising hallways

was associated with 26% decrease of peer victimization. The impact of the Olweus

prevention program study by Bowllan (2011) found that teacher statistically significant

improvements in their capacity to identify bullying, talk to students who bully and talk

with them. Study by Boulton, Bishop, Baxandall, et al. (2007) found that a majority of

participant want that peer counselling as problem solving related bullying. Also study by
Li, Washburn, Dubois, et.al (2011) found that student who involved with Positive Action

Program have 37% fewer violence behaviors and 41% fewer bullying behavior. The

intervention program did not effective if we did not understand the bullying as problem.

Topic in this study about bullying in adolescent, this topic will be help us to

understand bullying as problem. To support this topic and to identify the gap of

knowledge in the community, about 25 articles that related with this topic has been

collected. The articles that used were publish in 2004-2012 at the data base at Ebsco Host

and Science Direct.

This paper will help student to gain more knowledge, support the idea about the

bullying in adolescent and will help to conducting the thesis in the future. In order to

make a better understanding about the content of the paper. This paper will summarize

the article from the definition of the phenomena, the objective, design, sample and the

result of the study. And finally will explain about gap of knowledge and how to fulfill the

gap as the thesis plan.

It can be confusing for someone to try and work out whether the name calling is

banter or bullying. A young person going through something like this might feel

intimidated or feel under pressure not to make a fuss because others are saying it is just a

joke. If it is a one off incident then it may be that it is banter. However, if the name

calling becomes persistent and regular, then this is bullying. It is equally about how you

feel too, if it makes you uncomfortable and you have told them to stop but they are still

name calling, then this is what we call verbal bullying. 

Statement of the Problem

The purpose of the study was to describe the bullying cases among the grade 10

students of Tarlac National High School during the school year 2018-2019. Specifically,

the study seeks to answer the following questions:

1. What is the profile of the bullies and victims in terms of:

1.1 Sex

1.2 Age

1.3 Grade level

1.4 Academic performances

1.5 Family Income

2. What forms of bullying were encountered by the case?

2.1 Direct Bullying

2.1.1 Physical

2.1.2 Verbal

2.2 Indirect Bullying

2.2.1 Cyber Bullying

2.2.2 Rumor Spreading

3. Which among the factors are identified as the cause of bullying?

3.1 Family-related factors

3.2 Social-related factors

3.3 Emotional-related factors

3.4 Student and Teacher-related factors

Significance of the Study

This study revealed experiences of the bullies and victims. The outcome of this

study would be beneficial to the following groups of persons:

To the Students. They will be the ultimate beneficiaries of the study. The

students will have a better understanding of the bullying cases and why do the bullies

bully other students.

To the Teachers. They will benefit because sometimes they were the one who

will get to know what happens first, especially if its her/his student.

To the Department of Education. This study serves as a basis to make a change

for what is happening on a certain school and build campaigns of the anti-bullying

program.

To the Writer/Researcher. As a researcher about this study, I would like to take

this study to know the story behind the bullies and help the victims.

To the Parents. This study will serve as an eye-opener for the parents to give

their child more attention and time because they lack of attention and they become

attention seeker that’s why they hurt someone sometimes.

To the Principal. The findings of this study is to continue having campaigns and

empower it more to be able to lessen the bullying cases on a school, especially for the

secondary students.

To the Guidance Councillor. This study will be beneficial for them to be more

active towards having campaigns on anti-bullying and give some advices on the victims.
Scope and Limitation of the Study

This study was conducted in a public secondary high schools in the Tarlac

National High School, S.Y. 2018-2019. The study focused on the profile characteristics

of the bully and the victim students. This also helps to find out why do bullies do it and to

build programs for anti-bullying campaigns. Its core focus is on the forms of bullying

namely: 1) physical bullying 2) verbal bullying 3) cyberbullying 4) rumor spreading.

Only the recorded cases of bullying in the school were the respondents of the study and

were interviewed for gathering this data.

Definition of Terms

The following terms are defined operationally for clarity and common

understanding of research study:

Academic Performances. Is the outcome of education as to the extent of wchich

a student has achieved their educational goals.

Bullies. They are the one whou usually hurt the victims and they are the suspect

suspect of the incident.

Bullying. Is unwanted, aggressive behavior among school aged children that

involves a real or perceived power imbalance. The behavior is repeated, or has the

potential to be repeated, over time. Both kids who are bullied and who bully others may

have serious lasting problems.

 Cyberbullying. Is bullying that takes place over digital devices like cell phones,

computers, and tablets. Cyberbullying can occur through SMS, Text, and apps, or online

in social media, forums, or gaming where people can view, participate in, or share

content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or

mean content about someone else. It can include sharing personal or private information

about someone else causing embarrassment or humiliation. Some cyberbullying crosses

the line into unlawful or criminal behavior.

Direct Bullying. is the most obvious form of bullying, but does not lessen the

effects of indirect or cyber-bullying. Direct Bullying is pure unadulterated aggression

towards individuals of all ages and all walks of life. Learn more on direct bullying with

NoBullying's article released today.

Family Income. This refers to the salary of the parents of the bully and the

victim.

Family-related factors. This factors include biological origins, income and work

of parents, and physical punishment given to children that can be a cause of bullying.

Indirect Bullying. This includes covert behaviors that are purely peer relational in

nature which includes cyberbullying and rumor spreading.

Physical Bullying. This is a form of bullying that includes kicking, hitting and

pinching.

Rumor Spreading. Can have a significant impact on people’s lives, distorting

scientific facts and influencing political opinions.

 Teacher-related factors. These refer to all those teachers of the bully who have

direct effect to his present attitude.

Verbal Bullying. It is not uncommon for people to experience some form of

verbal bullying (being called names or insulted) at some point in their lives.

Victim. These can be boys or girls in the incident who receives the direct and/or

indirect forms of bullying.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies on bullying cases among

students. The foregoing related literature and studies presented are similar to the present

study as far as testing the effectiveness of the methodology is concerned.

Related literature

Bullying among students is commonly defined as intentional, repeated hurtful

acts, words or other behavior. Bullying can take many forms, including 1) Physical harm,

such as hitting, shoving or tripping; and 2) Emotional harm, such as making fun of the

way a child acts, looks or talks. Writing mean things about someone in emails or online

journals (blogs) is also a bullying. Girl who bully are more likely to do so in emotional

ways. Boys who bully often do so in both physical and emotional ways. For example: 1)

A girl may form a group exclude another girl or gossip about her; 2) A boy may shove

another boy and call his names (WebMD Reference, 2011)

There are individual differences in students support for bullying that may

distinguished from cultural or social influences.

In order to distinguish cultural influences on bullying from individual, personality

influences, and to examine how cultural influences might interact with individual

differences, by selecting cognitive and affective factors that are widely recognized in

broader research on aggressive behavior. (Unnever and Cornell, Journal of School

Violence, 2003)
 Bullying and harassment are not new issues that students and schools face. In fact,

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

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

stage that most youth will experience then get over (Ross, 2002, p. 107). But not

everyone gets over the personal trauma that can come with bullying both for the victim

and the bully. This is why it is seen happening by adults in work places, in homes, and in

the community. Therefore, this harassment is not isolated to schools alone. But schools

are the best place to actively intervene. Teachers, administrators, counsellors, and even

students have the greatest access to the most students through a school system. It is here

that school staff can intervene, support and educate students about ending bullying

behaviors directly and indirectly; breaking the bullying-cycle. This paper will address

bullying in general at all grade levels, but its intervention focus will be at the high school

level. (Harris & Hathorn 2006)

In this section of my thesis I reviewed articles thematically. Bond, Carlin,

Thomas, Rubin, and Patton (2001) establish a relationship between repeated peer

bullying and the indication of anxiety and depression in early teen years. A cohort study

over a two-year period was done in Victoria, Australia. The participants were 2,680

students surveyed twice in 8th grade and once in 9th grade. Students completed a survey

at school via laptop computers supplied by the researchers. Overall surveys took about 40

minutes to complete (Bond et al., 2001).

Reported victimization on the first survey was 49%, 51% on the second, and 42%

on the third survey. The respondents reported the following: (a) 33% reported recurrent

victimization, (b) 33% indicated being bullied at one time, and (c) 33% reported not ever
being bullied. The frequency of stated anxiety and depression at all three survey points

were as follows: First point 16%, second point 18%, and third point 15% (Bond et al.,

2001).

Bond et al. (2001) found evidence that past events of victimization and reduced

social interaction foresees the start of emotional problems. Prior recurring emotional

problems are not notably related to impending victimization. These results have

proposition for how important the occurrence of victimization is cared for and for the

motivation of intervention programs focusing on mental health problems and bullying

(Bond et al., 2001).

Bond et al. (2001) concluded there is a strong connection between victimization

and indications of depression and anxiety. Results confirmed the reasons for indication of

anxiety or depression is a result of a history of victimization. Therefore, poor social

relationships with peers and a history of victimization lead to problems in adolescents

(Bond et al., 2001).

In a quantitative research study Peterson and Ray (2006), worked together to

research if gifted children were especially vulnerable to being bullied. The quantitative

analysis was used to find the frequency and influence bullying has on gifted students.

There were two surveys done one of which there were 432 participants who were gifted

eighth graders in 11 states, these students were given verbal questionnaires inquiring if

they had encountered bullying behavior, such as name-calling, pushing, hitting and other

physical violence, or teasing about family, grades or appearance (Peterson & Ray, 2006).

The results of the first survey are as follows:

 The researchers found 67 % of gifted students had encountered bullying by eighth

grade, 16 % defined themselves as bullies and 29 % had aggressive ideation. Interviewed

participants identified unexpressed violence, depression, and missing days of school as a

reaction to bullying. Teasing about appearance, intelligence and grades, name-calling,

and pushing and shoving are the most frequent kind of bullying throughout the first nine

years of school. Mocking students about appearance had the most damaging outcome

psychologically (Peterson & Ray, 2006).

Related Studies

Foreign and Local

Cythia (2014) analyzed bullying impact on student’s performance either in short

or long term. She found that there are differences in relationship between bullying level

and academic performance depending on student´s academic achievement. Nadine (2014)

investigated bullying impact on student’s ability to academically succeed. Nadine found

that bullied students have feel of fear from coming to school because they feel that they

are unsafe; therefore they are unable to concentrate which reelect negatively on their

academic success. Mundbjerg et al. (2014) analyzed the relationship between bullying in

elementary school in Denmark. They found that bullied students have lower academic

achievement in 9th grade and bullying impacts are larger if it is more severe. Placidius

(2013) found that physical bullying was perceived as a dominant bullying element. Boys

prefer to be bullies more than girls. Poor academic performance was as impact of

bullying. Mehta et al. (2013) found that when students feel that bullying is a phenomenon
in their school, they feel that they are unsafe which reflected on less engaged in school

community. Therefore they have less motivation to do well at school and they do not

participate in school activities. Bullying affects student’s academic achievement in

various ways. Ammermueller (2012) found that being bullied has a significantly negative

impact on present and future students’ performance in school Brank et al. (2012)

indicated that bullying victims are weak, shy, and anxious. They added that victims’

performance is poor in school and seek to avoid attending school classes for the purpose

of avoiding victimization. Victimization experiencing can lead to poor academic

performance and leading to absenteeism. Skapinakis et al. (2011) found that victims were

more likely to report suicidal thoughts than were bullies. Juvonen, et al. (2011) said that

bullying experiences affect victims’ academic achievement in both direct and indirect

ways. So bullied student by his peers may become worried and afraid of being teased,

therefore he may stop participating in class or may has e trouble in concentrating on class

work because of fear. They added that students who are often subject to be bullied by

their peers during school period have less engagement at school and poor grades. Konishi

et al. (2010) confirmed that interpersonal relationships within school environment

influence academic achievement. Roman and Murillo (2011) found that aggression in

schools has a negative effect on academic achievement in Latin America. They affirmed

that students who have been physically or verbally abused perform less. Marcela and

Javier (2011) found that bullying is a serious problem throughout Latin America they

indicated that; students who suffer from their peers aggression have lower performance in

reading and math than those who do not; and students who are in classrooms with more

physical or verbal violence perform are more worse than those in less violent classroom
settings. Konishi et al. (2010) found that school bullying affects negatively academic

achievement. Chaux et al. (2009) argued that ten to fifteen percent of adolescents

worldwide are bullied two or more times a month. Skrzypiec (2008) found that third of

students who had been seriously bullied reported having serious difficulties in

concentrating and paying attention in class because of bullying and the fear associated

with. Glew et al. (2005) reported that bullying prevents concentration and subsequent

academic achievement since bullying victims lose interest in learning and experience a

drop in academic grades because their attention is distracted from learning. Mishna

(2003) indicated that bullying is “a form of aggression in which there is an imbalance of

power between the bully and the victim that occurs largely in the context of the peer

group”.
 Chapter 3

RESEARCH METHODOLOGY

This chapter describes the research method design setting in participants.

It also discusses the data collection and data analysis procedures involve in this study

while providing information on trustworthiness and ethical issues.

Research Design

Case study research method is defined as an empirical inquiry that investigates a

contemporary phenomenon within its real-life context; when the boundaries between

phenomenon and context are not clearly evident; and in which multiple sources of

evidence are used (Yin, 1984). Also, in gathering salient data, an interview was

conducted. The direct interview method gives accurate, complete and reliable data. The

face to face contact with the respondents enables to detect truthfulness. The purpose of

the study is to describe case of bullying among two secondary public school in the

province od Tarlac during the school year 2018-2019 namely: Tarlac National High

School. Purposive sampling was used to gather data, meaning whatever the actual cases

reported at the logbook/record book of the research subjects’ school were the basis and/or

stating point of the research to gather pertinent salient data.

Participants of the Study

 The cases discussed in this study represent the different forms of bullying. The

respondents are the bully, victim, parents of both parties together with their teacher. The

respondents were from the same school: Tarlac National High School. The respondents

were drawn based on the recorded incident of bullying at the guidance council who

experienced or practiced bullying among their classmates in which is further ratify the

testimony of both parties an in depth interview wit their parents and teachers was

delivered.

Data Gathering

The study implemented purposive sampling for the reason that only public

secondary students in the Tarlac Province were considered as subjects in the study.

Pertinent data gathered were examined carefully to identify relevant issues or controversy

on the bullying process that might hamper in the formulation results.

Research Procedure

A pre-interview was conducted to reveal and verify some personal information

including family background and status of the bully and the victim. Through this, the

researcher built rapport to easier grasp the respondent’s attention and trust. The data were

gathered through the aid of an interview guide. This enabled the researcher to gather

pertinent data for the study. Data collection is both interactive and non-interactive.

Among the numerous methods utilized in the non-interactive process are

observations, assessment of records and taking oral histories from their past life. The data
were summarized and analyzed carefully to get the information necessary to the

completion of the intervention program.

Chapter 4

PRESENTATION OF DATA

Bullying makes people upset. It can make children feel lonely, unhappy and

frightened. It can make them feel unsafe and think there must be something wrong with

them. Children can lose confidence and may not want to go to school anymore. It may

even make them sick.

Some people think bullying is just part of growing up and a way for young people

to learn to stick up for themselves. But bullying can have long-term physical and

psychological consequences. Some of these include:

 Withdrawal from family and school activities

 Wanting to be left alone

 Shyness

 Stomachaches

 Headaches

 Panic Attacks

 Not being able to sleep

 Sleeping too much

 Being exhausted

 Nightmares
 If bullying isn't stopped, it also hurts the bystanders, as well as the person who

bullies others. Bystanders are afraid they could be the next victim. Even if they feel badly

for the person being bullied, they avoid getting involved in order to protect themselves or

because they aren't sure what to do.

Children who learn they can get away with violence and aggression continue to

do so in adulthood. They have a higher chance of getting involved in dating aggression,

sexual harassment and criminal behavior later in life.

Stress and anxiety caused by bullying and harassment can make it more difficult

for kids to learn. It can cause difficulty in concentration and decrease their ability to

focus, which affects their ability to remember things they have learned.

Bullying is painful and humiliating, and kids who are bullied feel embarrassed,

battered and shamed. If the pain is not relieved, bullying can even lead to consideration

of suicide or violent behavior.

Bullying is a serious threat to our youth today. According to the Centers for

Disease Control and Prevention (CDC), bullying affects 20% of high school students and

cyberbullying affects 16% of high school students. Surveys compiled by the CDC also

show that 33% of students ages 12-18 who reported bullying at school and 27% of

students ages 12-18 who reported cyberbullying indicated that they were bullied at least

once or twice a month. Middle schools reported the highest rate of bullying (25%), at

least once a week.

Bullying can have negative short and long-term consequences for both the victim

and the bully. While traditional intervention for bullying tends to include getting help for
the victim and establishing consequences for the bully, it should be noted that both the

victim and the bully benefit from psychosocial support.

Bullies often bully because they are jealous and envious of others. They may be

jealous of your relationships with others, for being popular, your ability to make friends

or because you have a loving family.

It may be envy of your talents and abilities at school or work, even your property,

such as a nice pair of sports shoes or mobile telephone.

They may bully you because you appear different to them for instance your hair

color, religion or culture.

Whatever the reason someone is bullying you, remember that they often feel

inadequate in themselves and, if you can, to try not to take it personally.

 Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

The chapter summarizes the findings of the study. On the basis of these findings,

conclusions are drawn and recommendations are offered.

SUMMARY OF FINDINGS

This study focuses on why do people bully and why are there people who let the

bully do it to them. Bullying is a serious threat to our youth today. According to the

Centers for Disease Control and Prevention (CDC), bullying affects 20% of high school

students and cyberbullying affects 16% of high school students. Surveys compiled by the

CDC also show that 33% of students ages 12-18 who reported bullying at school and

27% of students ages 12-18 who reported cyberbullying indicated that they were bullied

at least once or twice a month. Middle schools reported the highest rate of bullying

(25%), at least once a week.

Bullying can have negative short and long-term consequences for both the victim

and the bully. While traditional intervention for bullying tends to include getting help for

the victim and establishing consequences for the bully, it should be noted that both the

victim and the bully benefit from psychosocial support.

 CONCLUSIONS

 THE BULLY HAS BEEN BULLIED BEFORE

o Many bullies have been bullied before, whether by family or just by their

peers. They may have been teased to a point where they feel insignificant,

which makes them so angry that they have to take it out on someone else.

o Especially if it happened to them in their childhood years, they could grow

up with a bully mentality because it’s all they know. Of course, this goes

both ways as someone who has been bullied before can turn out to be a

great person.

 THE BULLY IS LONELY

O Feeling unimportant and left out can contribute to bullying. Everyone

needs attention and sometimes, those who don’t have enough will turn into

bullies.

o It’s what they feel gives them power and a sense of importance. Even if

they have many friends, they may still crave the attention they feel they

deserve but are not getting.

 THE BULLY HAS PROBLEMS AT HOME

 o It’s common for a bully to have had problems at home. This could be

physical or verbal abuse that will affect someone’s mind. That could turn a

normal person into an aggressive and emotional being with a fragile mind.

You have to understand that if this is the case, then the bully is a victim

too.

 THE BULLY HAS LOW SELF-ESTEEM

o If someone feels that they’re not smart enough, attractive enough or

worthy enough, then they have to make themselves feel better about

themselves. Whatever the reason is, the easiest way for them to achieve

that is by putting someone else down. However, they’ll find out sooner or

later that it’s a losing strategy because someone will fight back.

Unfortunately, they will probably just go back to finding a weaker person

to pick on.

 THE BULLY IS JEALOUS

o This ties in with the previous reason of the bully having low self-esteem.

However, if a bully is jealous of a particular person then they’ll take their

frustrations out on that person. The main reason for jealously is often
 popularity. The victim could be more popular than the bully which truly

gets on their nerves.

 THE BULLY IS PART OF A PACK

o More often than not, bullies roll in groups. They want a sense of security

just in case someone decides to fight back, then they can call for back up.

Usually, if they were alone, this reduces their confidence and they will

wait until they feel safe.

o The bully’s peers can either be bullies themselves or just popular people

who are good at dealing with others. You have to filter out the good from

the bad in the group.

 THE BULLY HAS A BIG EGO

o Some bullies don’t fit any of the above criteria. Their main motivation for

bullying simply boils down to having a big ego. Their arrogance has made

themselves believe that they’re the best thing since sliced bread. Until

someone challenges them on this, they’ll continue to have the same frame

of mind.

 THE BULLY LIKES TO IMPRESS

 o Certain people want to be the center of attention. We all know someone

like that. There’s nothing wrong with that but a bully chooses to get that

attention in the wrong way. They usually don’t have any particular talent

or skills that can impress people so they have to poke fun at someone to

get some laughs. Because of this, they feel that they’ve left a good

impression among their peers.

 THE BULLY SEES YOU AS BEING DIFFERENT

o A bully will pick out their target based on a specific reason. You could be

different in some way, whether it’s by race, sexuality, disability or

something else. They will single you out and verbally and/or physically

abuse you. Usually, they won’t let you know the reason but most of the

time it’s obvious.

RECOMMENDATIONS

 The campaigns for anti-bullying should be more active so that the bullies

won’t bully anymore.

 The teacher should be more noticeable for what is happening in the

classroom.

 The Department of Education could help to do a lot more of campaigns.

 The parents may also ask their children what is happening to their children

in the school.