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Affecting The Ethical Aspect of A Student Caused by Bullying by Group 2

This document discusses the ethical aspects of bullying and its effects on students. It begins by defining different types of bullying like physical, emotional, cyberbullying, and verbal bullying. It then discusses how common bullying is in schools worldwide and some of the negative consequences it can have. Several studies are cited that examine the prevalence of bullying in different countries and regions. The document aims to understand the effects of bullying on both the victims and bullies to help identify those who need support. It discusses some of the reasons why students bully others and the imbalance of power involved. The importance of preventing both short and long-term negative outcomes of bullying is also mentioned.

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497 views4 pages

Affecting The Ethical Aspect of A Student Caused by Bullying by Group 2

This document discusses the ethical aspects of bullying and its effects on students. It begins by defining different types of bullying like physical, emotional, cyberbullying, and verbal bullying. It then discusses how common bullying is in schools worldwide and some of the negative consequences it can have. Several studies are cited that examine the prevalence of bullying in different countries and regions. The document aims to understand the effects of bullying on both the victims and bullies to help identify those who need support. It discusses some of the reasons why students bully others and the imbalance of power involved. The importance of preventing both short and long-term negative outcomes of bullying is also mentioned.

Uploaded by

Abigail Golo
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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“Affecting the Ethical aspect of a student

caused by Bullying’’

IRISH VILLAGANAS
ANDREA LUCAS
VANESSA SOMBREO
RIMEL CADAYONA
JOMEL OLOJAN
JAYBIE CAPE
BRYL BATOBALANI
MARK DUMANDAN

MALITBOG NATIONAL HIGH SCHOOL


INTRODUCTION:

Ethical aspects of school violence introduction bullying is an extremely common occurrence


that has burdened the education system of every nation in this day and age. Teenage bullying is a
very real problem in schools. And it isn’t always physical and it also involves the emotional
essential rite of passage. There are also several types of bullying : Physical, Emotional ,
Cyberbullying , and Verbal. Bullying is unwanted , aggressive behavior among school aged
children that involves a real or perceived power imbalance. Bullying in school is a worldwide
problem that can have negative consequences for the general school climate and for the right of
students to learn in a safe environment without fear. Although much of the formal research on
bullying has taken place in the Scandinavian countries , Great Britain , and Japan , the problems
associated with bullying have been noted and discussed wherever formal schooling environment
exist.
In Asia Pacific the most common type of school bullying was verbal e.g . being made fun of
or being called names (Chen 2015 , Lai Ye & Chang 2008 ) . A similar study in south America
also found verbal bullying is the most pervasive school bullying experience of youngsters (Silva
Pereira Mendonca , nunes , & de Oliveira 2013). However in Egypt and qhana physical assaults
were the most common form of bullying among student ( Wilson Dunlavy. & Berchtold . 2013) .
The same was true for Singapore children in one study ( Kwan & Skoric 2012 ). According to
the data resulting from research conducted by Joaquim Nabuco Foundition in 2013 with 4191
students in 6th grade (grade 5 ) of the public schools of the Recife it was shown that 36.41% of
students said they fully agree with the fact that they suffered bullying and 40.71% when the
question was stated with a “ maybe ”. A study by Nansel et al. (2001) with a sample of 15, 686
American students of the 6th year (the 1st year of middle school ) showed that about 30% of
students reported moderate or frequent involvement in bullying.
Many students that are bullied for many reason. Sometimes they are bullied because they are
different , or because they are clever or popular. Student who bullied sometimes have problems
and unhappy. Those who persistently bully often do so in order to dominate others and improve
their own social status. Bullying often comes from a belief that it’s okay to act that way.
Sometimes they don’t even know that what they are doing is bullying behavior , or they don’t
understand how much hurt and anxiety they cause. Also because they got no attention coming
from the parent , So they want others attention by bullying them. According to an article in the
School Psychology Review , 70.6% of young people say they have seen bullying in their school.
Similarly , a large – scale study found that about 49% of children in grades 4-12 reported being
bullied by others students at school at least once during the past months.
Having a better understanding of bullying can help you identify children who need help –
whether they are one being bullied or doing the bullying . By taking action , you can prevent
both short – term and long - term negative outcomes. The importance of this study is for us to
understand the collected information on who needs more attention between the bullied & bullies.
We are also looking at the big picture of how great the effect of bullying towards the victim of
bullying and how it effect on their daily lives. At same time we are aiming to have a result that
would help us individual to understand the real state of the bullies and the bullied. This will help
us understand them and in the same time , help them us well through giving care , love and
attention. Bullying includes actions such as making threats , spreading rumors, attacking
someone physically or verbally , and excluding someone from a group on purpose .
Commensurate with the serious risks bullying poses to students mental health, substantial
attention has been devoted to evaluating school bullying prevention programs. Research on the
effectiveness of this interventions shows mixed outcomes. Recent evidence suggest that even
programs that reduce overall bullying may have negative outcomes for victims. Most bullying
preventions program incorporate a range of strategies actively reduce bullying and whether some
may have iatrogenic effects. Questions have been raised about programs that involved working
with peer bystanders and whether some strategies stigmatize victims. Some people always ask
the reasons why bullying continued to spread? It is because the imbalance of power between the
child who is bullying and the child who is being bullied.

II. LITERATURE:

BULLYING:
The problem of bullying has become a topic of national conversation over the past decades. To
address this problem, numerous anti-bullying interventions have been developed and
implemented , and advocates have worked to pass state and local laws and policies on bullying.
A critical accompaniment to these efforts has been the growing field of research on bullying ,
which strives to understand the causes of bullying , its predictors , its effects , and ways of
effectively intervening and preventing it.
What is bullying? While multiple definitions of bullying are used ( Smith et al.2002; Polanin
2012 ), bullying at root is one form of youth violence and aggressive behavior. The following
three aspects are often used to distinguish bullying from other types of aggression or violence:
 The behavior stems from an intent to cause fear, distress , or harm
 The behavior is repeated over time
 There is a real or perceived imbalance of power between the bully and victim
(Ferguson et al. 2007; Merrell et al. 2008; Nansel 2001 )
 Bullying can be physical ( e.g. , hitting , punching ) , verbal ( e.g. , name – calling ,
teasing ) , or psychological / relational ( e.g. , rum

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