1.

Eliminating Bullying Cases in School to Improve the Safety and Protection of HUMSS Strand
Students
A Concept Paper

Presented to Mrs. Angelica Nepomoceno

Mahayag School of Arts and Trades

Mahayag Zamboanga del Sur

By:

Rabbi Emmanuel Macalam

Razel Jade Baguio

Philip Albert Abiera

Allyza Jane Montera

September 20, 2024

Introduction

Bullying in schools is a widespread and complicated problem that has a big effect on students well-
being and the atmosphere of learning as a whole, specially on HUMSS students. According to Dan
Olweus groundbreaking book "Bullying at School: What We Know and What We Can Do," published in
1993, bullying is a broad term that includes relational, verbal, and physical hostility. This seminal work
offers a thorough analysis of the origins and effects of bullying, along with practical solutions that
educational institutions can utilize to deal with this pressing problem. Olweus study emphasizes the
long-term consequences that can persist into adulthood and have an impact on people's mental health
and social relationships in addition to the acute impacts on victims, such as anxiety and sadness.

Apart from Olweus observations, Smith and Sharp's (2014) chapter in "Bullying: From Individual to
Societal Issues" provides a modern viewpoint on the bullying phenomena. They examine the several
manifestations it might take, such as cyberbullying, which has grown more common as digital
communication has progressed. Their work highlights the significance of comprehending the prevalence
of bullying and its effects on aggressors and victims alike, demonstrating how bullying behaviors can
sustain vicious cycles of victimization and aggressiveness in educational settings. Smith and Sharp offer a
comprehensive explanation of the social and psychological elements that lead to bullying by looking at
these dynamics.

Background of the Study

Studies have reported that bullying is a frequent problem in schools and it harms students life at
school, as well as impacting their academic grades. This is a complex issue which requires multi prong
solutions to combat its different forms and changing characteristics. Despite progress in our
understanding of bullying, the advent of cyberbullying and the evolvement of new forms (e.g., relational
aggression) make necessary continuous research and intervention. Key messages for anti-bullying
programs are that a holistic strategy is most effective because it will target levels of influence over all
key behaviour settings. Ttofi and Farrington (2011) concluded that the programs include parental
training, playground surveillance, “programmed” discipline procedures in combination with teacher
training had the highest effect size. As Bradshaw (2014) said: Much more research is needed to evaluate
the impact of these interventions, particularly because multi-component programs involving all
stakeholders (students, parents, and school administrators) are likely to be much more effective.
Unfortunately, those advisements are not always right. The school personnel typically identify
perpetrators and push them to interact with victims (Merrell et al., 2008). In addition, bullying
experiences differ for students with disabilities (Blake et al., 2012).

The recent literature on the subject provides conflicting opinions on the potential effectiveness of
different anti-bullying programs. While some researchers insist on the necessity to offer complex multi-
component interventions, others argue that individual approaches that are chosen in accordance with
the schools and students needs might be more efficient. The purpose of this concept paper is to discuss
the cases of evolving bullying and suggest the past findings on anti-bullying best interventions to
compile recommendations for a better and safer environment for all students, and for HUMSS students
in particular. Humanitarians can also be helpful because they are engaged in researching the given
subject, social sciences, and humanities. Offering students access to the most recent records helps
students improve their critical thinking and other educational skills that are beneficial for searching and
consuming data. Also, computers researches from studies would be integrated into the HUMSS to help
learners acquire specialized knowledge in social sciences and humanities. Additionally, it studies
probabilities of the current prevention and intervention procedures and provides suggestions for
improvements. More and the current research helps to work out viable solutions to eradicate the
problem.
Preliminary Literature Review

The Olweus Bullying Prevention Program, which was developed in the 1970s and stresses a whole-
school method (Olweus, Dan, 1970's), is an example of this rule because it targets everyone including
interventions for bullies, victims, and bystanders. Further, he reminds us of the need to improve school
climate by addressing the underlying causes of bullying and mobilizing bystanders effectively. It is
therefore a must that we keep up with what you are doing to ensure that HUMSS learners, who may be
at greater risk of being bullied for just-being-inquisitive and encourages-critical-thought are protected in
any way possible. Dorothy Espelage, one of the most influential researchers on bullying and aggression
in school-aged children, penned a lengthy description about how she believes social-emotional learning
(SEL) programs must be an essential element of any sort of bullying prevention program. In research
dating back to the early 2000s, her work focuses on the importance or recognising and understanding
the social context of bullying as well as the impact that bystanders can have. The work of Espelage will
indicate that provision of competences such as empathy, conflict resolution and self-regulations to the
HUMSS graduates from schools could facilitate interactions between them and presentico robust
supportive school climate. This is very helpful for HUMSS students because they are the type of people
that despite knowing about social relationships, emotional distresses among others,so some students
has a high sensitive to this matter and found out that bully as one on going things inside school.

Other researcher such as Signe Whitson (early 2000s) within the victim-ontology camp and
JosephnJones late 1990s — chronic bully; aggressor-practitioner experiences respectively have been
succeeded by Mark J. Van Ryzin & Cary J. Roseth early 2010s, Nahla Mansour Al-Ali & Khulood K. Shatt
Nawi also early 2010 related to scoping the extent and impacts of bullying in schools as well as potential
mechanisms for intervening:initComponents The findings highlight the importance of effective whole
school programs that can consider and safeguard against root causes of bullying, and promote a positive
school climate that discourages it. Smith 1990s -Present In his work on bystander intervention, for
example, Peter K. Smith has emphasised the importance of peers in reducing bullying. More recently, in
the late 1990s, Susan M. Swearer worked on cyberbullying and described the importance of digital
literacy necessary to address online safety of HUMSS students who are at risk for a high degree of online
engagement.

Overall, research suggests that protecting HUMSS students from bullying requires a multifaceted
approach that involves not only addressing individual behaviors but also creating a positive and
supportive school climate. Effective interventions often involve promoting social-emotional learning
(SEL) to help students develop skills such as empathy, conflict resolution, and self-regulation – all
essential for navigating complex social situations. Additionally, empowering bystanders to intervene
effectively is crucial in reducing bullying behaviors. By addressing the root causes of bullying, such as
social hierarchies, power imbalances, and prejudice, schools can create a safer and more supportive
environment for all students, especially those in HUMSS who are actively exploring social issues and
human behavior.

Statement of the Problem/Objectives

Methodology

The study will use a collaborative, mixed-methods method and with the assistance of HUMSS strand
from Mahayag School of Arts and Trades for the complete intervention on school bullying. It turned out
to be as bad as it sounds, and they're using surveys, focus groups, case studies to get learning how
students feel about bullying experiences, whether the school policies are working and what do teachers
principals and PTA folks think about all this. The HUMSS strand will be critical in the gathering of data
collection and analysis as they use their knowledge from social sciences perspective to inform the study.
The results will be utilized for the design of a student-led intervention program that focuses on respect,
inclusivity and empathy in collaboration with both the HUMSS strand and school. The program will be
implemented in a participatory initiative that specifically responds to the needs of the school community
and the HUMSS strand students so as to build a safer and more supportive learning space for all their
learners. This research will be conducted in collaboration with the school administration for provision of
data and resources and implementation of intervention program to a large number of children from
schools.
Timeline

Task 20/09/24 21/09/24 22/09/2 23/09/24 24/09/24 25/09/24

title

introduction

Background

Of the study

Preliminary

Literature

Riview

Statement of
the Problem

Methodology

Timeline

References

Al-Raqqad, H. K., Al-Bourini, E. S., Al Talahin, F. M., & Aranki, R. M. E.

(2017). The Impact of School Bullying on Students’ Academic Achievement

from Teachers Point of View.International Education Studies,10(6), 44-50.

https://eric.ed.gov/?id=EJ1144634

American Psychological Association (2011). Bullying. Retrieved from

http://www.apa.org/topics/bullying/index.aspx

Ancho, I. V., & Park, S. (2013). School violence in the Philippines: A study on

programs and policies.Advanced Science and Technology Letters,36, 27-31.

Banks, R. (2000). Bullying in schools. Retrieved from

http://www.kidsource.com/kidsource/content3/bullies.K12.2html

Jankauskiene, R., Kardelis, K., Sukys, S., & Kardeliene, L. (2008). Associations between school
bullying and psychosocial factors. Social Behavior and Personality, 36(2), 145-162.

https://doi.org/10.2224/sbp.2008.36.2.145