STRUGGLES OF BULLYING AMONG JUNIOR HIGH SCHOOL STUDENTS:

A CASE STUDY 

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A Qualitative Research 
presented to the Faculty of Mountain View College Academy
Valencia City, Bukidnon

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In partial fulfillment of the Requirements 

for the course Practical Research 1

Aya C. Del Rosario

Sean Sammer M. Galvadores
Zyanne Clive R. Israel
Lislie Jane B. Mondares
Xiannee Ryenne A. Pisanos
March 2023
CHAPTER 1
 INTRODUCTION

Background of the study

      
Bullying has become an established practice in our lives. Over half of the

students aged 13 to 15 worldwide - around 150 million reports having experienced peer-

to-peer violence in and around school (Half of World’s Teens Experience Peer Violence

in and Around School – UNICEF, n.d.).

Bullying is defined as a pattern of deliberate behavior that harms and humiliates

victims who are weaker, younger, smaller, or otherwise more vulnerable than the bully

(Today, 2021). Schoolchildren frequently experience bullying, with many of them either

acting as bullies or victims. According to studies, more than half of children have

experienced bullying, and about half of children engaged in bullying behavior. Girls are

less likely to be bullies than boys are, although victimization rates are about the same

for both genders. Bullies typically act in an aggressive, harsh, strong, confident, and

impulsive manner, whereas victims frequently experience feelings of loneliness,

rejection, anxiety, and depression. They generally lack self-esteem and are unwilling to

retaliate (Farrington, 1993). 

Bullying can begin as early as the preschool years. Bullying behaviors become

more intense during middle school, and can continue into high school. Bullying can

happen anywhere groups of kids meet, like at school, camp, or in an after school or

daycare setting. (Anonymous, 2018)

According to a study conducted by Lcsw (2018), two types of effects are brought

by bullying to the victim – Short-term and Long-term. Short-term effects can include:
Social isolation, feelings of shame, sleep disturbance, changes in eating habits, low

self-esteem, school avoidance, symptoms of anxiety, bedwetting, higher risk of illness,

psychosomatic symptoms (stomachaches, headaches, muscle aches, other physical

complaints with no known medical cause), poor school performance, symptoms of

depression. If victims of bullying receive prompt and appropriate mental health

treatment and support, they can mitigate some of the potential long-term effects of

bullying.

However, without intervention, children are susceptible to the following

consequences: chronic depression increased risk of suicidal thoughts, suicide plans,

and suicide attempts.  Anxiety disorders, post-traumatic stress disorder, poor general

health, self-destructive behavior, including self-harm, substance abuse, difficulty

establishing trusting, reciprocal friendships and relationships.

Statement of the Problem

This case study has a chief concern regarding the increasing number of students

facing the difficult aftermath and struggles of bullying. To obtain the essential

knowledge, data, and information, the research sought to answer the crucial questions

as follows:

1. What is the mental state of students who experience bullying?

2. How does bullying affect the behavior of a student?

3. How can the victims cope with the aftermath of bullying?

 Significance of the Study

This case study aims to understand the stress of the aftermath struggles from the

bullying experienced by the high school students of a private academy in Valencia,

Bukidnon. At this stage of the research, the repercussions of struggles experienced by

the students will be generally defined as the immediate trauma of experiencing bullying,

victims are at high risk of later physical and emotional disorders.      

This study is crucial because there has been limited research on the well-being

of bullied victims after bullying has occurred. Increased understanding of this issue can

provide valuable information and support to the victim’s family, friends, bullies, and the

victims themselves.

Friends. Studying bullying's impact on the victim's friends is crucial as it helps in

identifying interventions that are effective in supporting these individuals, preventing

them from being bullied, empowering them to take a stand against bullying, and

mitigating the negative consequences of bullying on their mental health and overall well-

being.

Family. Understanding bullying can empower parents to take action to protect

their child, support their emotional well-being, and promote a safe and positive

environment for their child to thrive.

Victim. Understanding the phenomena is helpful for bullying victims because it

helps them to understand that they are not alone and that their situations are not their

fault. Understanding the many types of bullying and how bullies behave can help victims

spot when they are the targets of bullying and take action to protect themselves. Also,

being aware of the detrimental effects that bullying can have on their mental health and
wellbeing may inspire them to look for support and resources to lessen any negative

effects. In conclusion, victims of bullying can become more active and knowledgeable in

handling their situations and minimizing the harm caused by bullying by understanding

bullying.

Scope and Delimitation

The general intent of this study is to shed light on the victim’s mental health and

coping skills after they have experienced bullying. This research will only include

students and the Guidance Counselor from Mountain View College Academy

Department.

CHAPTER 2
 REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Theoretical Framework

This study is anchored on the Humiliation Theory proposed by Lindner EG in

2003, which defines humiliation as the act of embarrassing or underestimating others,

particularly when a powerful individual publicly exposes the inadequacy of a weaker

person. Lindner's theory suggests that all humans crave and deserve recognition and

respect, and humiliation violates this fundamental human right, leading to weakened

interpersonal relationships and disrupted social cohesion (Lindner, 2007). Studies have

shown that humiliation can worsen interpersonal conflicts (Fitness, 2001) and elicit

strong negative emotions, with prolonged and intense humiliation being considered a

form of trauma (Lindner, 2001a). Furthermore, the consequences of humiliation can be

severe, including depression among victims, a breakdown in social cohesion, and a

negative impact on the school environment. Humiliation is a potent tool that can

undermine others and diminish their self-esteem.

Review of Related Literature and Studies

Bullying is a deliberate, repetitive act of causing harm to an individual or group,

often with an imbalance of power. It can manifest physically, verbally, or psychologically

and can occur in-person or online (Our Definition of Bullying, n.d.).

Bullying is repetitive aggressive behaviour with an imbalance of power.

Research, especially on school bullying, has increased massively in the last decade,

fuelled in part by the rise of cyberbullying (Smith, P. K. (2016)).

 Bullying is widely known as a form of aggressive activity wherein peers verbally

and physically harass schoolchildren. There are six different kinds of bullying—physical,

verbal, relational, cyber, sexual, and prejudicial—that must be recognized since they

can all be used in unison by bullies to target their victims. Moreover, it's essential to

acknowledge that bullying doesn't just happen to kids and teenagers; it can happen to

adults as well (Vinney, 2021).

Based on the study conducted by Vinney (2021), each of the six different types of

bullying can be defined as: 

Physical Bullying. Physical bullying is unequivocally the most conspicuous form

of bullying and commonly conjures up images of aggression in people's minds. This

type of bullying encompasses any form of attack on an individual's physical self, ranging

from hitting, kicking, and tripping, to pushing. In addition, it may also include

inappropriate hand gestures as well as stealing or vandalizing a victim's possessions.

(Assistant Secretary for Public Affairs (ASPA) & Assistant Secretary for Public Affairs

(ASPA), 2022)

Verbal Bullying. Verbal bullying is a form of aggression that employs spoken or

written words to belittle or intimidate a victim, encompassing actions such as name-

calling, teasing, and even threats. Studies suggest that 7- to 10-year-old children

experience insults as the most frequent type of verbal bullying, with boys being more

prone to verbal bullying compared to girls. (Silva et al., 2013)

Relational Bullying. Relational bullying also known as relational aggression or

social bullying, is a type of aggression that involves deliberate actions aimed at harming

a victim's reputation or relationships. Examples of such actions include publicly

embarrassing the victim, spreading rumors, intentionally excluding them from social

gatherings, or ostracizing them from a group. In contrast to more blatant forms of

bullying, relational bullying is especially covert and deceitful as it entails social

manipulation.

Cyberbullying. Cyberbullying refers to the use of electronic devices, such as

computers, smartphones, and tablets, to engage in bullying. This form of bullying can

occur through various means, including text messages, social media platforms, apps, or

online forums, and entails the dissemination of harmful content, such as messages,

photos, or personal information intended to humiliate the victim. Studies conducted by

the Cyberbullying Research Center have revealed that 15% of 9- to 12-year-olds and

37% of 13- to 17-year-olds have experienced cyberbullying at some point during their

lives (Cyberbullying Research Center, 2020) and (Patchin, 2022).

Sexual Bullying. Sexual bullying, whether online or in-person, involves the use

of sexual comments or actions aimed at causing harm to the victim. This may include

behaviors such as making sexual jokes or using derogatory names, making obscene

gestures, spreading sexual rumors, sharing sexually explicit photos or videos, and

physical touch or groping without consent.

bullying and harassment are alarmingly prevalent, with a 2019 survey revealing

that 81% of women and 43% of men reported experiencing sexual harassment or

assault at some point during their lifetime (National Studies | Stop Street Harassment,

2019). 

Prejudicial Bullying. Prejudicial bullying is a form of bullying that takes place

both online and in person, targeting individuals based on their race, ethnicity, religion, or
sexual orientation. This type of bullying is rooted in harmful stereotypes and often stems

from the belief that certain individuals are less deserving of respect.

While less researched than other forms of bullying, studies indicate that ethnic

and sexual minorities are at a higher risk of experiencing prejudicial bullying than their

peers. However, research has also found that ethnic minorities who attend more diverse

schools tend to experience less bullying compared to those in more homogenous

schools (Menesini & Salmivalli, 2017).

Bullying has far-reaching consequences that can significantly impact a young

person's ability to develop trust in others, cultivate self-confidence, and regulate their

emotions effectively. This insidious behavior is not only detrimental to one's mental

health but can also have long-lasting implications for one's general well-being, leading

to feelings of rejection, exclusion, loneliness, and diminished self-esteem. Moreover,

bullying can give rise to a range of psychological symptoms, including low moods and

anxiety, and in severe cases, may even progress to Post Traumatic Stress Disorder or

Acute Stress Disorder (Warner, 2021). Compelling evidence from numerous longitudinal

studies indicate that experiencing bullying, particularly during adolescence, can severely

impair a person's physical, psychological, and social functioning, resulting in risky

behaviors, depression, anxiety, lower academic achievement, and even suicidal

ideation, suicidal behavior, or self-harm (Man et al., 2022).

 A recent study has highlighted that the majority of students who experience

online bullying are not emotionally equipped to manage its adverse effects.

Furthermore, school bullying has a detrimental impact on students' academic

performance. A noteworthy outcome of the study is the significant negative correlation

between bullying and academic achievement, with a statistical significance level of 0.05.

Both bullies and victims exhibit more negative attitudes towards school, while persistent

bullying may contribute to the onset of stress and depression. Other common

consequences of bullying include anxiety, low self-esteem, hopelessness, and social

isolation, often resulting in missed classes or reluctance to attend school. Even when in

attendance, students struggling with behavioral issues such as psychological distress,

social challenges, and emotional, vocational, and academic/intellectual difficulties are

less likely to complete their academic tasks successfully (Yadav et al., 2021).

Coping. To deal with and attempt to overcome problems with difficulties and

problems. (Merriam Webster., 2023) To cope is the action done by a student to be able

to escape or endure the problem. There are multiple negative aspects and effects that

come with bullying. Thus, students struggle to live normally resulting in them finding a

way to cope, a coping mechanism for bullying.

A study conducted by Wisner (2022), shows that the most common long-term

effect that emerges within the victim is PTSD. Children who experience bullying have an

increased vulnerability to anxiety and depression. Adults who experienced bullying as

kids have accelerated costs of agoraphobia (a worry about crowds), generalized

anxiety, and panic disorder. There are many symptoms that show PTSD, some include,

feeling “on edge”, being easily startled, experiencing nightmares, feeling guilty, having

angry outbursts, etc.  

There are many ways to cope with PTSD caused by bullying. If you believe you

or your friend is experiencing PTSD, you must not forget to look for psychological help.
PTSD from bullying can be addressed through talk therapy, where you learn to

recognize what your triggers are and learn techniques to manage them.

Cognitive behavioral therapy (CBT) is regularly used to deal with PTSD and can

be an appropriate healing alternative for older children. Medication can be utilized to

manage PTSD symptoms, but certain medications may not be suitable for younger

children.

Although some people may choose to ignore their PTSD symptoms or try to

handle them independently, it's essential to seek treatment promptly. Prioritizing mental

health is crucial, and everyone should be able to enjoy feelings of strength, balance,

and well-being.

CHAPTER 3
METHODOLOGY
 Research Design

This research applies the Descriptive research design since this study seeks to

bring light to the after-effects of bullying and how it affects the victims recovering from

the event.

Furthermore, descriptive research design is used since the study itself is

descriptive in nature.

Research Locale

This research is to be conducted and administered in Mountain View College

Academy Department. Mountain View College Academy Department (MVCA) is a

company engaged in Private High School located in Mt. Nebo, Valencia, Bukidnon.

Mountain View College Academy is a Seventh-day Adventist institution that was

established way back in 1954. At present, MVCA has 22 resident and adjunct faculty

members and maintains a student population of almost 403 students. 217 (53.85%) of

which are junior high school students, and 186 (46.15%) are senior high school

students. (butangan pa ug reference from the mvca portal)

Population

The respondents involved in this study are the junior high school students on

Mountain View College Academy Department.

 In this study, the researchers used the snowball sampling method for the

selection of the respondents due to the sensitive topic to be discussed.

Instrumentation

The researchers used unstructured or open format Questionnaire. (define

Unstructured or Open format Questionnaire using Google, p.s. don’t forget to put

citation and put the APA citation in the ‘references’)

The researchers use the coding questionnaire instrument with pre-coded

questions wherein respondents would have to write his/her answer in

sentence/conversational form. This instrument serves to answer the question and the

purpose of the study.

Reflexivity

Data Gathering Procedure

Ethical Considerations
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