A PHENOMENOLOGICAL

STUDY OF BULLYING
EXPERIENCED BY
STUDENT
reported form of bullying) while physical bullying is reported the least. (Brank et al., 2012; Chapell et
I. INTRODUCTION
al., 2006).

Bullying is a pervasive problem in many schools, and it can have profound psychological and emotional In their investigation, Nelson and Lambert (2001) reported on ways bullying was shielded within the

effects on students who are victims. Understanding its effects is important because it can help educators, system. This shield is influenced by the segregated nature in which

parents, and other adults develop effective strategies for preventing and responding to bullying. The work is completed and also the culture of the institution. One ethics committee report disclosed a senior

psychological effects of bullying can be significant and long-lasting. Students who are bullied may faculty member stated his actions were part of the experience and the “cherished cut and thrust” of

experience anxiety, depression, and low self-esteem. They may also have difficulty concentrating in academic life. Researchers

school and may struggle academically. These psychological effects can be especially damaging when related this to a concept of using words in a sporting match of academics. In addition to the concept of

they occur during key developmental periods, such as adolescence, when young people are already shielding, a pattern of exists in the context of higher education. Nelson and Lambert (2001), utilized the

grappling with a range of emotional and social challenges. In addition to the psychological effects, neutralization theory to explain their conceptual framework. Simpson and Cohen (2004) interviewed

bullying can also have a range of emotional consequences for students. Students who are bullied may employees in higher education and many described scenarios in which excessive work demands were

feel isolated, rejected, and alone. They may also experience shame, embarrassment, and a sense of made and high levels of criticism was expressed during their work day. In some instances, there is a dual

powerlessness. These emotions can be difficult to manage, especially for young people who may not effect in higher education of being a staff member and a student. Mary, a Ph.D. student, found herself in

have the skills or support systems needed to cope effectively. As Dr. Ma. Lourdes Carandang, founder of this situation in that the head of her department, where she worked as a staff member, was also her

the MLAC or Mindfulness, Love and Care Institute for Psychosocial Services stated incidents of mentor and Ph.D. supervisor. Her mentor/supervisor became a bully who gave her inappropriate levels

bullying had been proven to result in adolescent depression and “suicidal idealization” or suicidal of work, denied her promotion, and verbally abused her (Simpson and Cohen, 2004). In addition, he

tendencies and Alison (2016) stated that bullying is considered as global problem that affect required her to publish papers in his name and hand over her grant resources or he would threaten to

emotional, social, and physical well-being of school-age children worldwide. never give her anything.

In a school, it is common to encounter group of students who are distinguish base on their hobbies, Prevalence of Bullying

intellectual ability, athletic prowess, social status, wealth and strength, Liceo de Cagayan University The prevalence of bullying depends on who reports the present incident and how it occurred, however

where respondents of this research are studying is no exception. According to the statement of Sen. different studies have developed distinct classification systems for bullying globally. Despite the

Gachalian "At least seven out of 10 students in Philippine public schools have suffered bullying, ranking difficulties with data gathering, such as lack of access to data collection methods, the reality is that

the countries first among 70 with the problem also according to the study of UNICEF, nearly half of all bullying is occurring at intolerable levels and is making school for many people very miserable. Students

Filipino students’ report experience some form of bullying. Bullying is a problem in education and a who experience physical, verbal, and relational bullying on a regular basis tend to experience the

global phenomenon that needs to be studied, especially in the Philippines where World Health most adverse health outcomes. There is a long-term effect of bullying on learners exposed to early

Organization that revealed that 65 percent (17.5 million) of Filipino elementary and high school students bullying activities (Bonell et al., 2014), and the perpetrators of bullying face future effects of depression

had suffered from various forms of bullying in 2018 and World Health Organization (WHO) also found and anxiety. Inter-personal violence can cause physical injury and disability and is also associated with

that 40 percent or four out of 10 children aged 13 to 17 years old have suffered bullying, while the long-term emotional and mental health problems. Multiple risk behaviors in adolescence is subject to

Southeast Asia Primary Learning Metrics (SEA-PLM) gathered that 63 percent of Grade 5 students or socioeconomic stratification and are strongly associated with poor health outcomes, social exclusion,

10-year-old learners experienced bullying. In this study the researchers goal was to investigate how educational failure, and poor mental health in adult life (Aluede, 2011).

victims of bullying actually felt, specifically the students in school on how the bullying relationship was
Bullying Experiences
developed, the effects of the experience, and how bullying could be prevented in the future.
As with the different types of bullying, there are many ways in which bullying occurs. Foucault (2000)
II. REVIEW OF RELATED LITERATURE
discusses the behaviors as it relates to the instrumental modes. For some it is an open aggression, while
Bullying: Reasons Why the Victims Getting Bullied
others experience it online or in private settings. The following stories share the experiences of bullying
The two primary factors that emerged in the discussion on outward appearances and might be used as a in higher education from both the victim and bully perspectives. Simpson and Cohen (2004) interviewed
justification to target out students in the classroom who stand out from the crowd are size and weight. employees in higher education and many described scenarios in which excessive work demands were
Obesity and being bigger or smaller than other students are the most likely characteristics to make made and high levels of criticism were expressed during their work day. In some instances, there is a
someone a target. It was believed that the person who became the subject of bullying due to their dual effect in higher education of being a staff member and a student. Mary, a Ph.D. student, found
appearance would experience either physical or verbal abuse. The majority of these individuals said that herself in this situation in that the head of her department, where she worked as a staff member, was also
verbal abuse is the most common form of bullying that occurs when someone is different. It may also her mentor and Ph.D. supervisor. Her mentor/supervisor became a bully who gave her inappropriate

seem obvious that there should have been some sort of response if someone was verbally bullying levels of work, denied her promotion, and verbally abused her (Simpson and Cohen, 2004). In addition,

someone else or observing someone else verbally harass someone else due to their looks. The literature he required her to publish papers in his name and hand over her grant resources or he would threaten to

on research investigating size as a motivator for bullying is scarce. Frisen, Jonsson, & Persson, 2007) never give her anything. Mary’s story exposes the representation of power in higher education. With the

Additionally, Alana James (2010) stated that children who bully others, children who are victimized and pursuit of publication (type of objective) her bully required her to do additional work, denied her
promotion and attacked her verbally (instrumental modes) (Foucault, 2000). The levels of differentiation
children who both bully and are bullied, share a number of common characteristics and all are likely to
were two-fold in her work life and academically, giving additional levels of power over her financially
suffer negative long-term consequences. Important factors appear to be family and peer relationships.
and denying her freedom in moving upward without completing the demands. Other faculty members in
Effects of Bullying and How this Affect to their Academic Performances
higher education expressed similar frustrations with the system and bullying by other faculty members
Bullying is often repeated over time and involves an imbalance of power. Power plays an integral part of
(Sedivy-Benton et al., 2014). One participant described an attack by a fellow faculty member: “He’d
understanding bullying and provides a framework to explore bullying behaviors. Instrumental modes of
pick up items from my desk and play with them… one time he threw a calendar at me” (Sedivy-Benton
power can be explored as ways in
et al., 2014, p. 38). Participants in this study also described instances of jealousy, exclusion, and lack of
which bullying occurs. Physical bullying affects the physical person and includes behaviors such as
follow through on the institution to protect junior faculty from abuse. Victims felt blame for the
shoving, pushing, or hitting. Relational or social bullying integrates
behaviors of their colleagues. The division of power was instrumental in the stories shared by Simpson
actions of exclusion, rumor spreading, and purposefully leaving individuals out of friendships. Teasing,
and Cohen (2004) and Sedivy-Benton et al. (2014). They demonstrate the lack of control subordinates
name calling, and other aggressive spoken words are used to define verbal bullying (the most commonly

A Phenomenological Study of Bullying Experienced by Students (2022-2023)

feel in a system where little seemed to be done in response to their reports. As one of the participants The researchers goal was to investigate how victims of bullying actually felt, specifically the students in
expressed, she felt bullying was occurring because of the power differences and that the bullies did it school on how the bullying relationship was developed, the effects of the experience, and how bullying
with the mindset that they owned the individuals. In these cases, the victims felt the university failed to could be prevented in the future.
do anything, because they supported the culture of strong management and that it was a way for Specifically, this study sought to answer the following questions:
management to deal with work situations. It seems the structure and nature of higher education provides 1. What are the difficulties being experienced by the victims on responding on bullying in
a system in which dealing with the bullying is difficult. Bullies in higher education are quick to turn the
a. Home
table on their accusers, denying the allegations, and claiming grievances against others (Nelson and
b. Neighborhood
Lambert, 2001). As bullying is often hidden and causes emotional damage, bullies deny any actual harm
c. School
has been done. While tenure provides a safe place for faculty to explore topics, it also acts as a safe
2. How were the students' experiences with power imbalances through way of their position at the
haven for those who commit bullying acts (Nelson and Lambert, 2001)
university?
Gender and Bullying
2. What are the coping mechanisms of the victim respondents on bullying in terms of:
Results in the literature consistently demonstrate bullying occurs on college campuses. However,
a. Emotional
inconsistencies in the data are found in relation to gender. Gender can be an established difference that
b. Physical
creates a power difference (Foucault, 2000). Mixed results have been found related to gender and the
c. Psychological
rates of bullying. Throughout their lifetime about 8.5% of men and 4.2% of women report being a victim
of bullying in the United States (Hoertel, Strat, Lavaud, & Limosin, 2012). In most instances both men
IV. RESEARCH DESIGN AND METHODOLOGY

and women report being victims of bullying on some level and in some cases, women more than men
and vice versa. However, in recent literature the rates of bullying have not conclusively been one gender. The researchers selected the qualitative research as the chosen research design for this study. Qualitative
Simpson and Cohen (2004) set out to explore differences in bullying between genders in higher research is a type of research that explores and provides deeper insights into real-world problems.
education related to paid staff experiences. Specifically, they researched gender differences in terms of Instead of collecting numerical data points or intervene or introduce treatments just like in quantitative
the forms and effects of bullying, perceptions of bullying, and the incidence of bullying within the research, qualitative research helps generate hypotheses as well as further investigate and understand
organizational structure. Their study was two-fold; in the first round, they conducted a survey to gain
quantitative data. Qualitative research gathers participants ‘experiences, perceptions, and behavior
information regarding perceptions, frequency, and type of bullying at a particular university in the
Tenny S, Brannan JM, Brannan GD (2019) . The participants were contacted by email and instant chat,
United Kingdom. Interviews were conducted in the second phase of the research process. Results from
and the researchers requested their consent before asking them for information about other potential
their survey found more women (28.5%) were victims of bullying than men (19.8%) and more women
volunteers. The location of the interview will be decided by the participants and researchers. The
(67.5%) had witnessed bullying than men (29.4%) (Simpson & Cohen, 2004). Similarly, victims of
participants are given survey questions by the researchers, who then have a 15-minutes interview with
bullying at the Finnish University were primarily women (72%) compared to men; nonetheless, results
them. Also, the participants are asked for consent if they are comfortable having their responses recorded
were not statistically significant (Siekkinen et al., 2014).
over the phone.
The existence of bullying in schools is common, thus this qualitative research occurs on what are the
effects of bullying and how this affects in their daily lives and academic performances.

III. Problem statement, Purpose of the study and Research Question/

V. RESEARCH SETTING, PARTICIPANTS AND SAMPLING METHOD

1. The study was conducted on Liceo de Cagayan University, Rodolfo N. Pelaez Blvd. Barangay
Despite recent research indicating the prevalence of bullying, there is limited research on the stories of
Carmen Cagayan de Oro 9000 Misamis Oriental. The Liceo de Cagayan University (LDCU) is a private
the impact of bullying, the experience of how the bullying occurs, and what could have been done to
non-sectarian basic and higher education institution in Cagayan de Oro, Philippines.
mitigate the behavior. Bullying has significant impacts on the victim; including, but not limited to
2. Snowball sampling was used as the primary recruitment method for this study. This method
deficits in mental wellbeing, academic failure, and detachment from the academic program (Hollis,
allowed for recruiting potential participants who met the study criteria from individuals who were
2015; Nelson, 2001; Martin, Goodboy, & Johnson, 2015; Mukhtar et al., 2010).
familiar with the potential participants. (Glesne, 2011). Snowball sampling provided the opportunity to
Where approximately 40% of high school students experienced bullying directed at their race or
recruit participants who have experienced bullying in higher education, as a subordinate. Purposefully
ethnicity, religion, gender sexual orientation, or disability (Russell, Sinclair, Poteat, & Koenig, 2012)
recruiting participants who were able to provide information relevant to the study questions was
Chapell, et al., 2006). Current literature suggests power and bullying are experienced by faculty
advantageous and necessary in this research (Maxwell, 2013). the researchers chose every student in
members, yet few qualitative studies have been conducted exploring the stories of the victims (Chapell,
Liceo de Cagayan University (LDCU), every student was chosen because there is no age for bullying
et al. 2006; Hollis, 2015; Martin, Goodboy, & Johnson, 2015; Nelson, 2001; Simpson & Cohen, 2004;
and such.
Twale & Deluca, 2008). Impacts of bullying are being explored quantitatively, yet are unsuccessful at
3. The participants were assured that their involvement is voluntary and are free to withdraw consent
drawing out stories of the experience.
every time and any unprocessed data previously supplied. The researchers also told them that the study
results will not affect the rating in their school or work. They were informed that the data gathering will
be recorded and that it would be used as data in our research study.

A Phenomenological Study of Bullying Experienced by Students (2022-2023)