This is a research about Common Types of Bullying mostly experienced by Grade 10 students.

1. COMMON TYPES OF
BULLYING MOSTLY
EXPERIENCED OF
GRADE 10 STUDENT

2. Introduction
Background of the Study
Since 2009, there has been an extraordinary growth in research interest in the area of
bullying and schools, and an enormous number of high quality studies and investigations have been
published which further expand our knowledge about bullying ( Queensland Department of
Education and Training)
Bullying is an ongoing misuse of power in relationships through repeated verbal, physical
and/or psychological harm. It can involve an individual or a group misusing their power over one or
more persons. Bullying can happen in person or online, and it can be obvious (overt) or hidden
(covert).
Bullying of any form or for any reason can have 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 (National Safe Schools Framework)
Bullying is a serious problem for schools, parents, and public-policy makers alike. Bullying
creates risks of health and social problems in childhood, but it is unclear if such risks extend into
adulthood. A large cohort on children was assessed for bullying involvement in childhood and then
followed up in young adulthood in an assessment of health, risky or illegal behavior, wealth, and
social relationship (Wolke, D. 2013)
According to a study conducted on 2008 by Britain-base Plan International, over 50% of
school children in the Philippines experienced bullying either by their teachers or their peers.
The Republic Act 10627 or the Anti-Bullying Act of 2013 aims to protect all elementary and
secondary schools by adopting the Anti-Bullying Act Policy. This law was signed by former
President Benigno Aquino III on September 6, 2013.

3. Review Related Literature
Bullying in school certainly has a long history in terms of occurrence, but a relatively short history of research. It has
been recognized as an issue since the nineteenth century, as for example in Tom Brown’s Schooldays (Hughes, 1857) in
England. But it has only really been studied and better understood since the 1970s. This chapter gives a background
to the nature of school bullying, and its causes and consequences. It then surveys the kinds of interventions made to
reduce school bullying, and some of the main issues thrown up by these, as a prelude to the eight chapters on
specific programmers or topics which follow. A final concluding chapter examines some of the themes coming from
these various intervention efforts, and makes some recommendations for future work.
Bullying is one form of aggressive behavior. As such, it is taken as intentionally done to hurt another person. The
standard definition of bullying, especially in the school context, comes from the work of Dan Olweus, and is
discussed by him in chapter. As he makes clear, the distinctive features of bullying are that it is repetitive, and that
there is a power imbalance such that it is difficult for the victim to defend himself or herself.
Their criteria are widely accepted, but there remain some issues. The definition agreed by the US Centers for Disease
Control and Prevention (Gladden et al., 2014: and see Chapter5)
Bullying in schools has adverse effects not only on victims and perpetrators, but also on the larger peer group.
Victims of bullying are more likely than their non-bullied peers to experience internalizing problems, including
anxiety, depression, and suicidal ideation and attempts(Klomek, Marrocco, Kleinman, Schonfeld, &
Gould,2007;Kochenderfer & Ladd,1996a; Nickerson & Slater,2009;Ttofi, Farrington, Lsel, & Loeber,2011)
The Common Types of Bullying are:
Verbal Bullying is the most common type of violence in schools. It is equally present among boys and girls (Daljevic,
J. 2014) According to Viala, (2005) verbal bullying can be experience through insulting or teasing. Whatever age you
are you can be a victim of this kind of bullying and it can affect your wellbeing. Verbal bullying is not easy to avoid it
takes time and courage to try and take a stand against bullying.
Physical Bullying can entail anything form pushing and shoving to kicking, punching, fist fighting, being shot,
being raped, or being physically attacked by a gang (Cedar Falls Community School District, 2019)
Cyber Bullying involves the use of information and communication technologies, such as e-mail, cellphone and
pager text messages, instant messaging, defamatory personal Web Site, and defamatory online personal polling Web
Sites, to support deliberate, repeated, and hostile behavior by an individual or a group that is intended to harm
others (Belsey, 2004)

4. Objectives of the Study
Bullying has an impact when experience, here are
the objectives that the researchers want to
emphasize:
 The researcher wants to know how they
overcome their bullying experienced.
 The researcher wants to share this learning’s
through the others that choosing a right action
is a good way to prevent a potential risk from
people’s emotion. The availability of taking
responsibility from others feeling must be
prioritized in order to build a bond and
acquiring good relationship could be right than
to listen a negative perspective of other.

5. Research Paradigm
Independent Variable
The figure shows the relationship between the
Independent Variable, wherein the Dependent
Variable is the respondents profile and the
Independent Variable is the common types of
bullying in Grade 10 students.
Respondents
Profile
• Gender
• Age
Common Types
of Bullying

6. Research Design
The study used descriptive method, number and
words to give a deep explanation, after the
respondents give their views.

7. Sampling Procedures
The study used simple random sampling is meant
to unbiased representation of group, the
researcher hold snow bowl technique to find the
potential respondents.

8. Research Locale:
This study was conducted at Roxas National
Comprehensive High School, Roxas, Palawan.

9. Research Instrument
The researchers developed and
administered a set of survey questionnaires
that was use in obtaining the data for the
research. The respondents will follow the
question direction then check the decided
answer to be able to generate data according
from their views.
The questionnaire is composed of 10
questions that will be answer using check
mark.

10. Statistical Treatment of the Data
To interpret the data, the researcher will
employ the following statistical treatment:
The percentage, rank, and weighted mean
was use to describe the common types of
bullying mostly experienced by Grade 10
students.

11. Result and Discussion
Reasons of bullying in Grade 10 students and its effects to their lives
Statement Mean Interpretation
Causes
1. Physical Appearance 1.9 Disagree
1. Attitude 1.96667 Disagree
1. Social Status 2.03333 Agree
1. Religion 2.73333 Agree
1. Gender Orientation 2.46667 Agree
1. Name/ Last Name 2.1 Agree
Total Mean 2.2 Agree
Effects
1. Low Self-Esteem 1.86667 Disagree
2. Poor Academic Performance 2.26667 Agree
3. Suicide Attempt 2.56667 Agree
4. Health Problem 2.1 Agree
5. Transferred to other schools 2.66667 Agree
6. Get into fights 2.36667 Agree
7. Get Angry 1.93333 Disagree
8. Become Bully 2.16667 Agree
Total Mean 2.24166875 Agree

12. Conclusion
Based on the study findings the researchers
concluded that there is a significant
relationship between gender and age of the
respondent the null hypotheses (Ha) was
rejected and alternative hypotheses (Ho)
was accepted, the major numbered victims
are female according to student profile. And
also the researcher concluded that the Grade
10 respondent overcome their experiences
through the result findings.


13. 
Recommendations
Based on the conclusions, the following
recommendations are proposed:
For the victims of bullying. This study recommend
to those experienced bullying from their past living.
For the readers and future researcher. The researcher
wants to share this learning’s through the others that
choosing a right action is a good way to prevent a
potential risk from people’s emotion. The availability
of taking responsibility from others feeling must be
prioritized in order to build a bond and acquiring
good relationship could be right than to listen a
negative perspective of other. The finding can be the
guided of the researcher who has the same topic.

14. References:
American Psychology Association
http://www.apa.org/topics/bullying
Reference Style
Bullying, intimidation, and harassment prevention school society (2005). Helena, MT.
Montana Office of Public Instruction. (ERIC Document Reproduction Service No.
ED486358)
Magazines
1. Cohn, A. and Canter, A. (2003). Bullying: Facts for schools and parents. National
Association of School Psychologists. http//www.naspcenter.org/factsheetsbullyingfest.
Html.
2. Feinberg, T. (2003). Bullying Prevention and Intervention
http://www.naspcenter.org/principals/nassp bullying html.
Books References
Fred, S. (2003). Bullies, Targets, & witnesses: Helping children break the pain Chain New
York, NY: M. Evans and Co.
Online Reference
www.education-word.com/a_issue/issues103.shtml: Bullying Intervention Strategy That
Work
www.feps.net/sa/support/bully/parents-role.htm: Parents’ Role in Bullying Prevention
& Intervention.