THE RESPONSE OF THE GRADE 7 STUDENTS IN VERBAL BULLYING

School for S. Y. 2018-2019

A Participative Research

presented to

TIPOLO NATIONAL HIGH SCHOOL

C. D. Seno St., Tipolo, Mandaue City

In Partial Fulfillment

of the Requirement for Junior High School

ARNAIZ, NOEL

BAGA, GERALD JOSE

BASUBAS, LUCAS ANNRI

CENIZA, CHRISTOPHER

ESCORIDO, BASILIO III

ANCAJAS, ALISA

ARDINES, EMIELOU GRACE

BOMBIO, MITCHIE

BUISAN, NILLIAN

COMENDADOR, PRESUIS MAE

APRIL 2019
THE RESPONSE OF THE GRADE 7 STUDENTS IN VERBAL BULLYING

School for S. Y. 2018-2019

A Participative Research

presented to

TIPOLO NATIONAL HIGH SCHOOL

C. D. Seno St., Tipolo, Mandaue City

In Partial Fulfillment

of the Requirement for Junior High School

ARNAIZ, NOEL

BAGA, GERALD JOSE

BASUBAS, LUCAS ANNRI

CENIZA, CHRISTOPHER

ESCORIDO, BASILIO III

ANCAJAS, ALISA

ARDINES, EMIELOU GRACE

BOMBIO, MITCHIE

BUISAN, NILLIAN

COMENDADOR, PRESUIS MAE

APRIL 2019
 ABSTRACT

Research title: THE RESPONSE OF THE GRADE 7 STUDENTS IN VERBAL BULLYING

Researchers: Arnaiz, Noel

Baga, Gerald Jose

Basubas, Lucas Annri

Ceniza, Christopher

Escorido, Basilio III

Ancajas, Alisa

Ardines, Emielou Grace

Bombio, Mitchie

Buisan, Nilian Mae

Comendador, Presuis Mae

Grade & section: Grade 10 St. Thomas

School Year: 2018-2019

Adviser: Ms. Robelyn A. Tan

Institution: Tipolo National High School

C. D. Seno St., Maharlika, Tipolo, Mandaue City

Date Completed: April 1, 2019

No of pages: 39 Pages
 ACKNOWLEDGEMENT

We the researchers are thankful to have the following persons whose invaluable
support, assistance, encouragement, prayers and inspiration that led us to the production of
their humble work. We researchers sincerely thank all of whom we feel greatly indebted.

Special thanks to:

Mrs. Evelyn S. Lauron Ed. D, School Head of Tipolo National High School, for allowing
them to conduct the survey in the school;

Ms. Robelyn Tan, English Teacher, for sharing her insights about the study and for her
valuable pieces of advice;

To the Grade 7 learner respondents of this study who cooperate and spend their
precious time in answering their survey questions;

Past Grade 10 researchers, whom we based the format and the lay out regarding for
the said research paper;

To all of the researchers’ parents, guardians and good friends, who contributed much
help, gave their full support and instilled inspirations to accomplish this study;

And most of all, we researchers are eternally grateful to the Almighty God , who has
continuously guided and extended more strength and knowledge to make this study successful
despite difficulties.

In this study, we the researchers aim to know the response of the grade 7 students in
verbal bullying to high school students. Since bullying seems to be a usual problem in schools in
every country especially verbal bullying. Verbal bullies use words to hurt or humiliate another
person. Verbal bullying includes name-calling, insulting, making racist comments and constant
teasing. This type of bullying is the easiest to inflict on others. Verbal bullying is the most common
type of violence in schools. It is equally present among boys and girls. Still, in many cases, verbal bullying
is the province of girls. Girls are more subtle than boys and use verbal bullying, instead of physical one,
to dominate others and show their superiority and power.
 TABLE OF CONTENTS

Title Page Page No.

Abstract II

Acknowledgement III

Table of Contents IV

Chapter 1: THE PROBLEM AND IT’S SCOPE 1

INTRODUCTION

Rationale of the study

Theoretical background 2

THE PROBLEM 4

Statement of the problem

Chapter 2: THE RESEARCH METHODOLOGY 5

Research design

Research environment

Research respondents

Research instruments

Data gathering plan 6

Review of Related Literature

Research locale 9

Statistical treatment of data 10

PRESENTATION, DATA ANALYSIS, AND INTERPRETATION 11
Gender

Section

Chapter 3: SUMMARIES, CONCLUSION, AND RECOMMENDATION 15

Summary

Conclusion 16

Recommendation

REFERENCES 17

APPENDICES 18

Transmittal Letter 19

Survey Questionnaire 20

CURRICULUM VITAE
 THE RESPONSE OF THE GRADE 7 STUDENTS IN VERBAL BULLYING

CHAPTER 1

THE PROBLEM AND IT’S SCOPE

INTRODUCTION

Rationale of the study

In our research, we found that almost half of us have experienced bullying at one point
or another. Given what a high number of people that is, it is still very common to be on the
receiving end of advice that although means well, isn’t very helpful.

We also know that an alarmingly high number of us never report it and suffer in silence instead.
If a friend or loved one does decide to open up to you and share what they are going through,
sometimes it is hard to know how to appropriately respond. With this mind we have compiled a
list of things to avoid saying to them, as well as a helpful alternative:

1. Don’t say: ‘Ignore it’

This old chestnut can be very damaging. Being told to ignore something that is causing
you stress and anxiety is not helpful. Ignoring the bullying unsurprisingly doesn’t actually work
and saying something like this might stop them from sharing anything else in the future. This
could have a serious effect on their mental health and lead to things such as depression, and in
extreme cases, suicide.

Do say: ‘Let’s talk about it’

This is a way more helpful and compassionate response. Feeling like your voice is being
heard is extremely important as it makes us feel less alone. It also lets us know that someone
cares and is interested in what’s going on in our life, without looking to fix or dismiss the
problem.

2. Don’t say: ‘It’s just a part of growing up’

Whilst experiencing bullying growing up is all too common, it does not mean you have to accept
it as a rite of passage. Saying this also offers no advice on how to deal with the problem at
hand.

Do say: ‘What’s been going on?’

This question gives the person the opportunity to talk honestly and openly if they wish
to get what’s bothering them off of their chest.
3. Don’t say: ‘Stop being so sensitive’

This piece of advice is particularly harmful. It implies it is their reaction to the bullying
that is the problem, and that if they were less ‘sensitive’ the issue would magically disappear.
This is not the case. You also might embarrass them by referring to their reaction to the
situation as ‘sensitive’ as it implies they are over-reacting. This might stop them speaking up
and seeking help in the future.

Do say: ‘It ok to feel upset/angry’ etc.

You need to reassure them that whatever they are feeling is perfectly normal and
natural. Try and make them understand that there is no right or wrong when it comes to
feelings – all we really need to do is acknowledge them.

4. Don’t say: ‘Just stand up for yourself’

As a piece of advice, this doesn’t work for a few reasons. It can make the person feel
powerless as they might not feel able to stand up for themselves or know how to go about
standing up themselves. They might also be fearful of the consequences.

Do say: “I’m here for you, what do you want to do about it?”

This lets the person know you care and that you want to help them through this tough
situation and most importantly, it is not their fault.

5. Don’t say: ‘Fight back’

Bullying isn’t always something you can meet with force as it can very easily spiral out of
control. Often reacting in an aggressive manner can make the situation worse and can put them
at risk of physical harm. If they feel it is a safe and appropriate action to take, maybe encourage
them to try talking to the person who is doing the bullying. Remind them to challenge the
behaviour, not the person – so instead of accusing the person of being a ‘bully’, explain why
their actions or words are causing distress.

For example, instead of saying “you’re upsetting me”, they could say “what you said/did
has upset me”. It might be appropriate to suggest that a teacher or responsible adult hosts a
mediation between them. A mediation can feel scary for those involved but is often incredibly
powerful; it is essentially a face-to-face conversation between the person who is being bullied
and the person doing the bullying in a controlled, equal environment.

Do say: ‘How can we deal with this together?’

Understandably it’s easy to lose sight of the bigger picture when you are being attacked
and therefore they might feel like they are facing the problem alone, with no one they can
depend on for support.
Your friendship could make all the difference to them right now. Spend time with them,
make sure they know they are not alone and try to do things that will boost their self-esteem
and confidence. It’s important that they still look after their health and maintain a good diet,
exercise regime and things like meditation and yoga. It is also important that you remember to
look after yourself as well and don’t take too much on.

6. Don’t say: ‘Just avoid them’

By saying this, you are minimising and undermining the problem. It is also not realistic to
think that these situations can be easily avoided. It is better to acknowledge what is happening
and try to think of ways to combat or resolve the bullying.

Do say: ‘You don’t deserve to be treated like this’

Remind them that they deserve to be treated with respect. Often people who are
bullied can feel like a ‘victim’ but it’s important that they don’t disempower themselves and let
the bullying dictate who they are. They need to find ways to regain control, confidence and self-
esteem – we have a great guide on how you can rebuild your self-esteem here.
Remind them as often as you can that they are worthy, in control and that
things will get better. Head to our blog to read stories of how people have overcome similar
situations and gone on to do great things, it will help reassure them that there is a light at the
end of the tunnel.

7. Don’t say: ‘Telling someone will just make it worse, so don’t bother’
Almost 1 in 2 young people who experience bullying never tell anybody for this very
reason. A mixture of embarrassment, fear and a lack of faith in the current support systems
stops people reaching out. Please don’t encourage someone to suffer in silence.

Do say: ‘Talk to someone you trust.’

 It can feel exposing and uncomfortable talking about our experiences of being bullied,
that’s why talking to someone we trust can make a difference. It is important they share with
someone what they are going through – they shouldn’t go through something like this alone as
it is extremely stressful, and can be emotionally draining and taxing to endure bullying. This
stress can have an impact on all areas of your life, including your mental wellbeing, ability to
communicate with others, performance in school/work, self-esteem etc.

It is therefore incredibly important that they tell somebody they trust about what they
are going through; it doesn’t even have to be an adult – it could be a friend or somebody at
Ditch the Label. It is vital, during a traumatic time, that they have a support system and people
who they can rely on when they are feeling low, or unable to cope.

Bullying is typically ongoing and not isolated behaviour. Common ways that people try
to respond, are to try to ignore it, to confront the bullies or to turn to an authority figure to try
and address it.
Ignoring it often does nothing to stop the bullying continuing, and it can become worse
over time.[113] It can be important to address bullying behaviour early on, as it can be easier to
control the earlier it is detected.[114] Bystanders play an important role in responding to
bullying, as doing nothing can encourage it to continue, while small steps that oppose the
behaviour can reduce it.[115]
Authority figures can play an important role, such as parents in child or adolescent
situations, or supervisors, human-resources staff or parent-bodies in workplace and volunteer
settings. Authority figures can be influential in recognising and stopping bullying behaviour, and
creating an environment where it doesn't continue.[116][117] In many situations however people
acting as authority figures are untrained and unqualified, do not know how to respond, and can
make the situation worse.[118] In some cases the authority figures even support the people
doing the bullying, facilitating it continuing and increasing the isolation and marginalising of the
target.[119] Some of the most effective ways to respond, are to recognise that harmful behaviour
is taking place, and creating an environment where it won't continue.[120] People that are being
targeted have little control over which authority figures they can turn to and how such matters
would be addressed, however one means of support is to find a counsellor or psychologist that
is trained in handling bullying.

Theoretical Background

The 2006 UN World Report on Violence against Children shows that victims of corporal
punishment, both at school and at home, may develop into adults who are passive and over-
cautious or aggressive. Being bullied is also linked to a heightened risk of eating disorders and
social and relationship difficulties.[19][4]
 One study of all children born in England, Scotland and Wales during one week in 1958
analyzes data on 7,771 children who had been bullied at ages 7 and 11. At age 50, those who
had been bullied as children were less likely to have obtained school qualifications and less
likely to live with a spouse or partner or to have adequate social support. They also had lower
scores on word memory tests designed to measure cognitive IQ even when their childhood
intelligence levels were taken into account and, more often reported, that they had poor
health. The effects of bullying were visible nearly four decades later, with health, social and
economic consequences lasting well into adulthood. For children, "peers are a much more
important influence than has been realised. It is a terrible thing to be excluded by your
peers".[20][4]
[21]
Youth violence in Brazil alone is estimated to cost nearly US$19 billion every year, of
which US$943 million can be linked to violence in schools. The estimated cost to the economy
in the USA of violence associated with schools is US$7.9 billion a year.[22][4]
Analytic work supported by the United States Agency for International
Development (USAID) shows that school-related gender-based violence alone can be associated
with the loss of one primary grade of schooling, which translates to an annual cost of around
US$17 billion to low- and middle-income countries.[23][4]
In Argentina, the forgone benefit to society from overall early school dropout is 11.4%
of GDP, and in Egypt, nearly 7% of potential earnings is lost as a result of the number of
children dropping out of school.[4]
A study has shown that each year Cameroon, Democratic Republic of Congo and Nigeria
lose US$974 million, US$301 million and US$1,662 million respectively for failing to educate
girls to the same standard as boys, and violence in school is one of the key factors contributing
to the under-representation of girls in education.[24][4]
According to the American Psychological Association, "40% to 80% of school-age
children experience bullying at some point during their school careers."[25] Various studies show
that students from lower socioeconomic backgrounds and students with disabilities experience
bullying more often than other students.[26][27] Statistics referencing the prevalence of bullying
in schools may be inaccurate and tend to fluctuate. In a U.S. study of 5,621 students ages 12–
18, 64% of the students had experienced bullying and did not report it.[38]
*Proactive aggression is a behavior that expects a reward. With bullying each individual
has a role to defend. Some children act proactively but will show aggression to defend
themselves if provoked. These children will react aggressively but tend to never be the ones to
attack first.
 There have been two subtypes created in bully classification; popular aggressive and
unpopular aggressive. Popular aggressive bullies are social and do not encounter a great deal of
social stigma from their aggression. Unpopular aggressive bullies, however, are most often
rejected by other students and use aggression to seek attention.[28]

 In a recent national survey 3,708,284 students reported being a perpetrator of bullying in

the U.S. school system.[28]
 Studies have shown bullies actually report more success in making friends than other
children.
 Bullying behavior in perpatrators is shown to decrease with age.[39]
 Developmental research suggests bullies are often morally disengaged and
use egocentric reasoning strategies.[40]
 Adolescents who experience violence or aggression in the home, or are influenced by
negative peer relationships, are more likely to bully. This suggests that positive social
relationships reduce the likelihood of bullying.[41]
 The diagnosis of a mental health disorder is strongly associated with being a bully. This
trend is most evident in adolescents diagnosed with depression, anxiety, or ADHD.[42]
 Poor theory of mind is associated with bullying.[43]
 25% of students encourage bullying if not given proper education and information about
the consequences of bullying.[44]
 A study by Lisa Garby shows that 60% of bullies in middle school will have at least one
criminal conviction by the age of 24.[45]
In a survey by the Eunice Kennedy Shriver National Institute of Child Health and Human
Development (NICHD), students were asked to complete a questionnaire.
A total of 10.6% of the children replied that they had sometimes bullied other children, a
response category defined as moderate bullying. An additional 8.8% said they had bullied
others once a week or more, defined as frequent bullying. Similarly, 8.5% said they had been
targets of moderate bullying, and 8.4% said they were bullied frequently. Out of all the
students, 13% said they had engaged in moderate or frequent bullying of others, while 10.6%
said they had been bullied either moderately or frequently. Some students — 6.3% — had both
bullied others and been bullied themselves. In all, 29% of the students who responded to the
survey had been involved in some aspect of bullying, either as a bully, as the target of bullying
or both.[46]
According to Tara Kuther, an associate professor of psychology at Western Connecticut
State University, "...bullying gets so much more sophisticated and subtle in high school. It's
more relational. It becomes more difficult for teens to know when to intervene; whereas with
younger kids, bullying is more physical and, therefore, more clear-cut."
 THE PROBLEM

STATEMENT OF THE PROBLEM

Our study discussed about the Response of the Grade 7 students in Verbal Bullying.

Specifically are the following questions will be answer:

When they experienced or witnessed bullying, they? Where did they experienced and
witnessed bullying?

Ignore the bullying

Tried to avoid the situation
Walked away from or left the situation
Verbally told the person who bullied to stop
Used insulting or teasing words back at the person when bullied
Hit or physically reacted to the person who bullied
Cried or expressed fear in another way
Got support from a friend
Told a teacher or adult at school
Told a parent or family members
Told no one or did nothing
In playground
In classroom
In lunchtime
In hallway
In gym or locker room
Walking / traveling to or from school
Review of Related Literature

Bullying has taken a front seat in the media and in schools these days, but unfortunately media
attention often leads to more misconceptions than it solves. Moreover, due to persistent inattention to
the dangers of bullying through the 20th century, our cultural understanding of its true nature is
somewhat limited by beliefs that it is “not that big a deal” or “between the bully and the victim.” Several
other misconceptions persist, including ideas such as:

Adults can’t do anything: They can. Teachers can watch bullies to deter behavior. Principals
can discipline. Parents can report to schools, and should do so instead of contacting the child’s parents
first.

Boys are more likely to be victims: As discussed above, girls are more likely to be victims of
emotional and cyber-bullying, while boys and girls are equally likely to experience physical abuse.

It starts with cyber-bullying: Actually it usually ends with cyber-bullying. Most bullies are not
faceless enemies, but real people children meet at school. They may then progress to bullying through
electronic means. Usually, however, if a child is being bullied, part of the process involves face-to-face
interactions.

Kids just need to toughen up: This myth is left over from the old days, when “boys will be
boys” and kids just needed to “work it out.” Knowing the harm bullying causes, however, this is
misguided.

Bystanders don’t have a role in bullying: They do. Always. Even if it is only giving the bully the
audience he craves. But with training, observers could be taught to reduce bullying by noticing,
reporting and intervening.

Bullies are popular: Not necessarily. Bullies may be unpopular or sidelined themselves, so
adults shouldn’t only look to the top of the pecking order.

It is obvious when a child is being bullied: In 2007 almost a third of kids in middle and
high school reported experience bullying at school, but not nearly as many parents are getting these
reports at home. And keep in mind that those numbers refer only to the kids actually reporting. It may
not be obvious, so adults must try to make it easier for kids to report.

Bullying must be physical: Another persistent myth from the days of schoolyard brawling.
Parents, teachers and administrators now know that bullying can come from many quarters, to tragic
effect.

It’s not anyone’s fault: This may be true, and it may not be. However, parents have a
responsibility to their children to ask about bullying, listen to what kids say, and report. Teachers have a
responsibility to intervene, and administrators are responsible for creating policies that protect children.
As a nation, we are responsible for looking out for our kids and legislating for change.

Longitudinal research suggests that being the victim or perpetrator of bullying does not lead to
the same pathological or nonpathological outcomes in every person (McDougall and Vaillancourt,
2015). How a person responds to the experience of being victimized, with very strong links already
established with life experiences, as reviewed above. Most studies examining heterogeneity in
outcomes associated with bullying have focused on environmental characteristics, such as individual,
family, and school-level features to explain why some individuals fare better or worse when involved
with bullying (Vaillancourt et al., in press). For example, the moderating role of the family has been
examined with results indicating that bullied children and youth with better home environments tend to
fare better than those living with more complicated families (Flouri and Buchanan, 2003; also
see Chapter 3 of this report). Far fewer studies have examined the role of potential genetic influences
as mediators between life experiences such as bullying and mental health outcomes. Identifying
potential genetic influences is critical for improving understanding of the rich behavioral and
epidemiological data already gathered. At the present time, evidence-based understanding of
physiology and neuroscience is very limited, and insufficient data have been gathered to produce
informed hypothesis testing.

There is a growing body of literature examining the relative role of genes' interaction with the
environment in relation to experiences with trauma. However, there are fewer studies exploring
potential relations between genes and being the target or perpetrator of bullying. At first glance these
studies may appear to suggest that a person's involvement with bullying is predetermined based on
his/her genetic profile. Yet, it is important to bear in mind that heritable factors are also associated with
specific environments—meaning it is difficult to separate genetic effects from environmental effects.
This is a phenomenon termed gene-environment correlations, abbreviated as rGE (Brendgen,
2012; Plomin et al., 1977; Scarr and McCartney, 1983). For example, aggression, which is highly
heritable (Niv et al., 2013), can be linked to the selection of environments in different ways (for review,
see Brendgen, 2012). Aggressive children may choose friends who are similar in their genetically
influenced behavioral characteristic of being aggressive, and this type of selection influences the
characteristics of their peer group (Brendgen, 2012, p. 420). This is an example of selective rGE. A
child's genetically influenced characteristic to be aggressive can also produce a negative reaction from
others, such as being disliked. This environmental variable of being rejected now “becomes correlated
with the aggressive genotype” (Brendgen, 2012, p. 421). This is an example of evocative rGE. Another
way that a person's genetic predisposition can be correlated with their environment is through a more
passive process, called a passive rGE (Brendgen, 2012). For example, aggressive parents may be more
likely to live in high-crime neighborhoods, which influence the probability that their child will be
associating with antisocial peers.
 CHAPTER II

RESEARCH METHODOLOGY

Research Design

This study involves about The Response of the Grade 7 students in Verbal
Bullying, this study furthermore dig into the world of bullies and victims and to know what are
the responses of the student who experienced and witnessed bullying.

Research Environment

This study is conducted at the Tipolo National High School and is located in C.D.
Seno St. Tipolo, Mandaue City. The researchers are conducting the research in Grade 7 Section
Amethyst, Emerald, Pearl, Ruby, and Sapphire.

Research Respondents

The respondents of the study were the whole grade 7 learners, section:
Amethyst, Emerald, Pearl, Ruby, and Sapphire. Section Amethyst enrolled in Tipolo National
High School, during the academic year 2018-2019.

Research Instruments

This study aimed to determine students who engage in verbal bullying

specifically the Grade 7 learners section Amethyst, Emerald, Pearl, Ruby, and Sapphire. The
researchers adopted and modified the survey questions from own ideas and own perception
and on what we see to our community especially to the school. Also, the researchers conducted
a survey in the whole Grade 7 section Amethyst, Emerald, Pearl, Ruby, and Sapphire students to
collect some answers into our questionnaire. His instrument was used to make the research
complete in investigating why they engage in verbal bullying. The survey questionnaire covered
two (2); the last part were answerable by “Yes or No’

Part 1 is the personal profile of the respondents which includes their gender, and
section.
 Part 2 is the seventeen (17) item survey questionnaire.

Data Gathering Plan

We researchers decided to have a survey on the actions of the chosen

respondents. The survey will verify our conclusions and furthermore makes complimentary
conclusions, we will furthermore analyze and conclude with supporting details.
RESEARCH LOCALE
Statistical Treatment of Data

The gathered data were tallied, tabulated and statistically treated using the statistical
tools, the simple percentage and the average weighted mean. The simple percentage was used
with the formula of:

𝑓
𝑃= 𝑥 100
𝑛
Where:

P= percentage

𝑓 = frequency

𝑛 = total number of respondents

100= a constant number

 PRESENTATION, DATA ANALYSIS, AND INTERPRETATION

Table 1: Presented the gender of Grade 7 students

70

60

50

40
GIRLS
30 BOYS

20

10

0
Amethyst Pearl Sapphire Ruby Emerald

Table 2 presented the data from the survey questionnaire.

 CHAPTER III

SUMMARIES, CONCLUSION AND RECOMMENDATION

Summary

The main problem of this study was “THE RESPONSE OF THE GRADE 7
STUDENTS IN VERBAL BULLYING”. This is improve their behavior and also the possible outcome if they
do engage in it.

The researchers gathers the information or data about the respondents in terms of their gender
and age.

The researcher used the survey questionnaire as their descriptive method research tool.

There were 27 girls and 27 boys in Grade 7 Amethyst. 30 girls and 30 boys in Grade 7 Ruby. 28
girls and 28 boys in Grade 7 Sapphire. 28 girls and 28 boys in Grade 7 Ruby. 26 girls and 29 boys in Grade
7 Emerald.

In gathering the data, the researcher tallied and tabulated using the simple percentage.
CONCLUSION

Based on the findings, the following conclusions are given and concluded:

1. Bullies react aggressively in response to provocation or perceived insults or slights. It is unclear

whether their acts of bullying give them pleasure or just the most effective way they have
learned to get what they want from others.
2. Bullying negatively affects both the child being victimized and the child who is the bully . There
are always short-term affects and if the bullying is severe enough there can also be long term
effects.
3. Children who are bullied can suffer from low self esteem and other emotional problems and
children who do the bullying are much more likely to have problems with drugs and alcohol
later in life.
4. The victims of bullies often loose self esteem, start having trouble in school, and with draw from
friends and activities. If it is not stopped and continues for long enough ,children suffer these
problems permanently.
5. Not being able to understand the harm they do to themselves ( let alone their victims ),
psychopathetic bullies are particularly dangerous.”

RECOMMENDATION

From the findings of the study based on the conclusions drawn the following:

1. Bullying should not be taken lightly as it can cause serious problems for all children involved.
2. Being bullied is a very stressful ordeal for children. Many bullying victims are reluctant to talk
about their experiences making it even harder to help them.
3. Never tell the child just to ignore the bullying. They will feel as if you are just going to ignore it
and they should not have bothered to tell in the first place.
4. Make contact with the bully’s parents. Often they are unaware of their child’s behavior and will
want to help work with you to make positive changes.
5. Do not allow your child to hang around empty playgrounds or stay late at school alone. Teach
them to always use the buddy system.

Sometimes children exhibit certain behaviors that irritate or provoke others. If this is the case, help the
child to find more suitable ways to interact with friends and peer groups.
REFERENCES:

http://www.bullyingstatistics.org/content/verbal-bullying.html

http://science.bigchalk.com/sciweb/science/do/document?set=search&lastset=search&groupi
d=1&requestid=lib_standard&resultid=5&sortResultsBy=TopicRelevance&groupResultsBy=&in
mylist=false&edition=&ts=3E6B1FF2DB37AF29B6367F01CAAF498B_1457154331018&urn=urn
%3Abigchalk%3AUS%3BBCLib%3Bdocument%3B147533153&start=1

http://science.bigchalk.com/sciweb/science/do/document?set=search&lastset=search&groupi
d=1&requestid=lib_standard&resultid=6&sortResultsBy=TopicRelevance&groupResultsBy=&in
mylist=false&edition=&ts=3E6B1FF2DB37AF29B6367F01CAAF498B_1457154493188&urn=urn
%3Abigchalk%3AUS%3BBCLib%3Bdocument%3B158659096&start=1

https://www.sciencedirect.com/science/article/pii/S1517758017300218
APPENDICES
 Appendix A
Transmittal Letter

March 1, 2019

EVELYN S. LAURON,Ed.D.
School Head
Tipolo National High School
Mandaue City, Cebu

Dear Madam Lauron,

We would like to ask for your permission to conduct our survey for our
research on Grade 7 students, Section: Pearl, Ruby, Emerald, Sapphire and Amethyst. Entitled
“The effect of Verbal Bullying to the Behavior of a Grade 7 students in Tipolo National High
School”. On March 4, 2019.

Hoping for your approval on this matter. Thankyou. God Bless and more
power.

RESPECTFULLY YOURS,

ALISA, ANCAJAS
BOMBIO, MITCHIE
BUISAN, NILLIAN
COMMENDADOR, PRECIOUS MAE
ARDINES, EMIELOU GRACE
ESCORIDO, BASILIO
BASUBAS, LUCAS
ARNAIZ, NOEL
BAGA, GERALD JOSE
CENIZA, CHRISTOPHER

NOTED BY: APPROVED BY:

ROBELYN A. TAN EVELYN S. LAURON, Ed.D.

Adviser School Head
 Appendix B
PERSONAL PROFILE
Name: Gender: Section:
When Name – calling or bullying occurred, what was the students’ response (Check all
that apply)?

When I When I witnessed

experienced bullying I
bullying I

Ignore the bullying Yes No Yes No

Tried to avoid the situation Yes No Yes No

Walked away from or left the situation Yes No Yes No

Verbally told the person who bullied to stop Yes No Yes No

Used insulting or teasing words back at the person when Yes No Yes No
bullied

Hit or physically reacted to the person who bullied Yes No Yes No

Cried or expressed fear in another way Yes No Yes No

Got support from a friend Yes No Yes No

Told a teacher or adult at school Yes No Yes No

Told a parent or family members Yes No Yes No

Told no one or did nothing Yes No Yes No

 I experienced I witnessed bullying
bullying

In playground Yes No Yes No

In classroom Yes No Yes No

In lunchtime Yes No Yes No

In hallway Yes No Yes No

In gym or locker room Yes No Yes No

Walking / Traveling to or from school Yes No Yes No

CURRICULUM
VITAE
Name: Mitchie Bombio

Address : San Jose Guizo, Mandaue City

Age : 16 yrs.old

Gender : Female

Father : Tano Bombio

Mother : Merissa Bombio

Primary : Mayor A.S. Fortuna Memorial Elementary School Year

San Jose Guizo, Mandaue City 2014-2015

Secondary : Tipolo National High School Year

C.D Seno St. Tipolo, Mandaue City 2018-2019

Name : Nillian Buisan

Address : Sitio. Makiangayon Bacatan Compound Mandaue City

Age : 17 yrs.old

Gender : Female

Father : Ramelito Buisan

Mother : Ginilla Buisan

Primary : Linawan Elementary School Year

Bansalan Davao del Sur 2014-2015

Secondary : Tipolo National High School Year

C.D Seno St. Tipolo, Mandaue City 2018-2019

Name : Noel Arnaiz

Address : Maharlika Tipolo, Mandaue City

Age : 16 yrs.old

Gender : Male

Father : Rowell Arnaiz

Mother : Noste Arnaiz

Primary : Mayor A.S. Fortuna Memorial Elementary School Year

San Jose Guizo, Mandaue City 2014-2015

Secondary : Tipolo National High School Year

C.D Seno St. Tipolo, Mandaue City 2018-2019

Name : Lucas Basubas

Address : Basubas Compound Tipolo, Mandaue City

Age : 15 yrs.old

Gender : Male

Father : Rico Basubas

Mother : Annie Caña

Primary : Tipolo Elementary School Year

P.Basubas St., TipoloMandaue City 2014-2015

Secondary : Tipolo National High School Year

C.D Seno St. Tipolo, Mandaue City 2018-2019

Name : Gerald Jose Baga

Address : Jayme Compound, Tipolo Mandaue City

Age : 18 yrs.old

Gender : Male

Father : Jerby Baga

Mother : Josefina Baga

Primary : Tipolo Elementary School Year

P.Basubas St., TipoloMandaue City 2014-2015

Secondary : Tipolo National High School Year

C.D Seno St. Tipolo, Mandaue City 2018-2019

Name : Presius Mae Comendador

Address : Hernan Cortes St. Mandaue City

Age : 15 yrs.old

Gender : Female

Father : Renante P. Ursal

Mother : PrencyComendador

Primary : Tipolo Elementary School Year

P.Basubas St., Tipolo Mandaue City 2014-2015

Secondary : Tipolo National High School Year

C.D Seno St. Tipolo, Mandaue City 2018-2019

Name : Basilio Escorido III

Address : Sitio. Makiangayon Bacatan Compound Mandaue City

Age : 16yrs.old

Gender : Male

Father : Basilio Escorido Jr.

Mother : Mely Escorido

Primary : Tipolo Elementary School Year

P.Basubas St.,TipoloMandaue City 2014-2015

Secondary : Tipolo National High School Year

C.D Seno St. Tipolo, Mandaue City 2018-2019

Name : Emielou Grace Ardines

Address : Subangdako, Mandaue City

Age : 17 yrs.old

Gender : Female

Father : Amid Villanueva

Mother : Jackielou Ardines

Primary : Subangdako Elementary School Year

Subangdako,Mandaue City 2014-2015

Secondary : Tipolo National High School Year

C.D Seno St. Tipolo, Mandaue City 2018-2019

Name : Alisa Ancajas

Address : La Purisima Guizo, Mandaue City

Age : 18 yrs.old

Gender : Female

Father : Godofredo B. Ancajas

Mother : Virgilia S. Ancajas

Primary : Mayor A.S. Fortuna Memorial Elementary School Year

San Jose Guizo, Mandaue City 2012-2013

Secondary : Tipolo National High School Year

C.D Seno St. Tipolo, Mandaue City 2018-2019

Name : Christopher Ceniza

Address : 802 F.B. Cabahug St. Ibabao-Estancia, Mandaue City

Age : 20 yrs.old

Gender : Male

Father : Allan Ceniza

Mother : Corazon Ceniza

Primary : Mandaue City Central School Year

Catalino Ll. Ouano St., Centro Mandaue City 2005-2012

Secondary : Mandaue City Comprehensive National High School Year

Jose L.Briones, Mandaue City 2012-2015

Tipolo National High School Year

C.D Seno St. Tipolo, Mandaue City 2015-2019