Frequency and Intensity of Physical Bullying among High School Students of Good Tree

International School (2023-2024)

Research Paper

Submitted to the faculty of the

Teacher Education Department

Good Tree International School

Bagtas rd. Tanza, Cavite

Bautista, Michael Dave H.

Labalan, Jodie A.

Legaspi, John Paulo A.

Mijares, Phoenix Hailley V.

Nuevas, Dave T.

Reyes, Dencel Eduard D.

Toledo, Mary Zafirah Novia A.

November 2023
 TABLE OF CONTENTS

Page no.

Table of Contents 1

CHAPTER ONE - Introduction 2

1.1 Background of the Study 2

1.2 Objectives of the Study 2

1.3 Statement of the Problem 4

1.4 Purpose of the Study 4

1.5 Theoretical Framework 4

1.6 Conceptual Framework 5

1.7 Significance of the Study 6

1.8 Scope of the Study 8

1.9 Definition of Terms 8

CHAPTER TWO

Review of Related Literature 9

Overview of Bullying 9

Local and Foreign Literature

Local Literature 10

Foreign Literature 11

Synthesis 12

REFERENCES 13

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 CHAPTER ONE

INTRODUCTION

The frequency and intensity of physical bullying among high school students represent

critical challenges that demand a comprehensive understanding and targeted measures. This

research aims to reveal the complex of physical bullying at Good Tree International School

(GTIS) during the 2023-2024 academic year. While global concerns about bullying are

well-documented, this study seeks to fill a notable gap in the understanding of the specific

dynamics within Filipino private schools, focusing on GTIS in Tanza, Cavite. With an aim to

contribute to a safer and more supportive learning environment, the research delves into the

frequency, intensity, and characteristics of physical bullying. Guided by a framework such as

Bystander Intervention Model, this study endeavors to provide actionable insights tailored to the

unique context of GTIS, fostering a community where every student feels valued, respected,

and safe.

1.1 BACKGROUND OF THE STUDY

Physical bullying has a lasting impact on educational environments around the world,

causing harm to countless kids and teenagers on both a physical and emotional level. Research

by Brendgen et al. (2019) and Armitage (2021) highlights its detrimental impact, potentially

leading to depression, anxiety, academic difficulties, and even physical injury. This pervasive

concern extends beyond public schools, reaching private institutions like Good Tree

International School (GTIS) in Tanza, Cavite. A 2019 study by the Center for Safe and

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Responsible Youth (CSRY) found that 23.4% of Filipino private school students reported

experiencing bullying, demonstrating its concerning percentage even in seemingly insulated

environments. Despite this present concern, research on bullying within the Philippines,

particularly within private schools like GTIS, remains scarce. This dearth of knowledge leaves

school guidance counselors, teachers, and parents with limited understanding of the specific

forms, frequency, and intensity of physical bullying occurring within their communities. Studies

like Borualogo et al. (2020) in Indonesian elementary schools and Elghazally and Atallah (2020)

among medical students show that different forms of bullying exist in different contexts,

emphasizing the necessity for context-specific investigations.

This study aims to address this important knowledge gap by providing insight on the

frequency and intensity of physical bullying among students. at GTIS during the 2023-2024

school year. By gaining an understanding of the issue within this specific context, the research

will contribute valuable insights for crafting tailored anti-bullying initiatives and fostering a safer,

more supportive learning environment at GTIS.

1.2 OBJECTIVES OF THE STUDY

This research aims to achieve the following objectives:

● To categorize the different types of physical bullying occurring at GTIS.

Systematically categorize the various types of physical bullying occurring at GTIS, such

as punching, kicking, and stealing. Refer to studies like Ball et al. (2021) for insights into

bullying in specific contexts.

● To assess the intensity and frequency of physical bullying incidents. Evaluate the

intensity and frequency of physical bullying incidents to understand the gravity of the

issue. Consider findings from studies such as Zhou et al. (2e022) for a comprehensive

analysis of physical bullying and its implications.

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 ● To evaluate the effectiveness of the school's existing anti-bullying programs and

policies. Analyze the extent to which GTIS's current anti-bullying programs and policies

are reaching all students and being effectively implemented across the school

community. (e.g., Skrzypiec et al., 2015; Farrington & Ttofi, 2009).

1. 3 STATEMENT OF THE PROBLEM

Physical bullying among high school students at Good Tree International School (GTIS)

during the 2023-2024 school year presents a critical concern, warranting an in-depth

investigation into the frequency and intensity of these incidents. Despite the potential adverse

effects on the physical and psychological well-being of students, there is a lack of

comprehensive knowledge regarding the frequency and intensity of physical bullying within the

GTIS community. The lack of understanding hinders the development of targeted preventive

measures and intervention strategies.

This study aims to know the frequency and intensity of bullying at Good Tree

International School in this School Year 2023–2024. By grasping the estimation of punching,

kicking, and stealing; it will help the students and teachers improve the regulations of Good Tree

International School. It will also help the students and teachers to lessen the bullying inside the

school premises.

1.4 PURPOSE OF THE STUDY

The primary purpose of this study is to contribute to a safer and more positive learning

environment at GTIS by gathering comprehensive data on the frequency and intensity of

physical bullying within the school community. The findings will be used to develop and

implement evidence-based anti-bullying measures tailored to the specific needs of GTIS

students, teachers, and future researchers.

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1.5 THEORETICAL FRAMEWORK

Olweus' Bullying Prevention Program: This framework emphasizes the importance of

creating a safe and supportive school environment, establishing clear and consistent

anti-bullying policies, and implementing effective intervention strategies that involve

both victims and perpetrators. Research evidence like Qian et al. (2020) supports the

effectiveness of Olweus' program in reducing bullying behaviors, but its success hinges

on tailoring the program to the specific needs and context of the school (Ball et al.,

2021).

Bystander Intervention Model: This framework highlights the crucial role of

bystanders in preventing and stopping bullying incidents. It posits that empowering

bystanders with intervention skills and fostering a culture of responsibility within the

school community can significantly decrease bullying prevalence (Moļņika, 2023).

Studies like Ríos et al. (2022), however, point to the need for training and support for

educators and bystanders to effectively navigate and intervene in different bullying

situations.

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1.6 CONCEPTUAL FRAMEWORK

1.7 SIGNIFICANCE OF THE STUDY

Students. This research holds immense significance for the GTIS community.

Imagine a school environment free from the shadows of physical bullying, where

laughter echoes in hallways, and classrooms thrive with intellectual curiosity. By

identifying specific forms and locations of bullying, this study enables targeted

interventions and environmental adjustments. Insights from studies like Santos'

(2018) and Olweus' (2014) provide frameworks for bystander training and

awareness campaigns, fostering a supportive community where students can

safely engage and learn.

Teachers. The research equips teachers to be proactive sentinels against

bullying. Drawing on both local insights from Santos' work and international

expertise like Olweus', teachers can recognize subtle warning signs and risk

factors identified in this study. Picture classrooms filled with respect and empathy,

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 built on the foundation of this research. Understanding the effectiveness of

existing anti-bullying programs allows for tailored interventions specific to GTIS'

needs. By incorporating research findings into classroom practices, teachers can

promote prosocial behavior, creating a positive climate where every student feels

valued and safe.

Guidance Counselor. This research serves as a roadmap for guidance

counselors seeking to support victims and prevent future incidents. Informed by

local research like Mendoza's, counselors can understand the unique challenges

faced by victims, tailoring interventions to address individual needs and promote

healing. Identifying students at risk, as facilitated by this study, empowers

counselors to offer proactive guidance and support, potentially disrupting the

cycle of bullying before it begins. The research can stimulate vital school-wide

collaboration, ensuring every student at GTIS feels safe, respected, and

empowered to learn and thrive.

Future Researchers. This study sets the stage for future research endeavors.

As a comprehensive exploration of physical bullying at GTIS, it opens avenues

for further investigation into related aspects, such as the long-term effects on

mental health, the influence of socio-economic factors, and the role of bystander

interventions. Future research can build upon these findings, refining strategies

for preventing and addressing bullying in educational settings. The outcomes of

this study can inspire a broader discourse on bullying prevention, contributing to

the development of effective, evidence-based interventions in diverse school

contexts.

● It will provide valuable data on the current state of physical bullying at GTIS, contributing

to a more accurate understanding of the issue within the Filipino private school context.

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 ● The findings will inform the development of effective anti-bullying programs and policies

specific to GTIS, including targeted interventions for victims, perpetrators, and

bystanders.

● The research outcomes can be shared with other schools and educational institutions in

the Philippines, inspiring similar studies and contributing to broader anti-bullying efforts

nationwide.

● Empower students to address physical bullying effectively.

● Foster a safer and more inclusive learning environment for all at Good Tree International

School.

● Inform the development of evidence-based physical bullying interventions that can be

adapted to other schools and communities.

1.8 SCOPE OF THE STUDY

This research will be conducted during the 2023-2024 school year (September

2023-April 2024) at Good Tree International School in Tanza, Cavite, Philippines. This study’s

scope is limited to Junior and Senior High school students enrolled at Good Tree International

School during the 2nd semester of 2023–2024 academic year. In addition, this study will only

include academic stress as the factor to be examined in relation to academic performance of the

students. This is due to the reason that conducting a study that would include other factors

influencing academic performance would require a more extensive and complex research

design. To ensure that the research questions are addressed within the time allotted and the

resources available, the researchers decided to restrict the study's scope to particular grade

levels and only one factor affecting academic performance which is academic stress

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1.9 DEFINITION OF TERMS

Physical bullying. It refers to the intentional use of violence or physical force to threaten, hurt,

or cause harm to another individual. Involve actions like punching, stealing, and damaging

personal belongings.. (Zhou et al., 2022)

Victim. An individual who becomes the target of physical bullying behavior. (Brendgen et al.,

2019) and (Galán et al., 2021)

Perpetrator. An individual who engages in physical bullying behavior towards another person.

(Sbroglio Rizzotto & Aniceto França, 2020)(Ball et al., 2021)

Bystander. It refers to an individual who witnesses an act of physical bullying but does not

actively intervene or assist the victim. (Vaillancourt et al., 2021)(Moļņika, 2023)

Frequency. It refers to how often instances of physical bullying occur among high school

students at GTIS during the 2023-2024 school year.

Intensity. Denotes the severity and forcefulness of physical bullying incidents experienced by

GTIS students, measured by the degree of harm and aggression inflicted.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

The intensity of physical bullying among high school students is a critical issue that

demands comprehensive understanding. This review synthesizes literature from various

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sources to inform the research on physical bullying at Good Tree International School (GTIS)

during the 2023-2024 school year. Filipino private schools, to guide a comprehensive

investigation into the intensity of physical bullying among students at Good Tree International

School (GTIS) during the 2023-2024 school year.

I. Overview of Bullying:

A. Intensity:

● Juvonen & Graham (2001) and Sutton et al. (2008) emphasize the influence of specific

locations and situations on the intensity and frequency of bullying incidents.

● In the Philippines, Sanappo's (2017) study revealed high victimization (40.6%) and

perpetration (23.8%) rates, with a notable gender disparity favoring boys.

B. Types and Forms:

● Nansel et al. (2001) and Craig & Pepler (2003) categorize various forms of bullying,

providing a comprehensive understanding of the range of aggressive behaviors.

C.Frequency:

● Global reports, such as UNICEF's (2023), highlight the alarming statistic that one in four

students worldwide experiences some form of bullying.

● Juvonen & Graham (2001) and Sutton et al. (2008) emphasize the influence of specific

locations and situations on the intensity and frequency of bullying incidents.

II. Local and Foreign Literature:

A. Local Literature:

In Sanappo's (2017) groundbreaking study on bullying in Philippine schools, the urgent

need for localized interventions becomes glaringly evident. The research not only reveals

alarming victimization (40.6%) and perpetration (23.8%) rates but delves deeper into the

intricacies of bullying dynamics within the local context. Sanappo's work goes beyond statistics,

shedding light on the various forms and manifestations of bullying, including physical

aggression. Furthermore, the study unravels a notable gender disparity, emphasizing the

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importance of considering cultural nuances and social expectations when addressing bullying

issues in Filipino private schools. Sanappo's findings, therefore, serve as a rich resource,

offering nuanced insights into the localized challenges that may influence the frequency and

intensity of physical bullying at GTIS.

Santos' (2018) work on Filipino students supplements this understanding by exploring

the cultural dimensions that underpin interpersonal relationships in the context of bullying.

Santos delves into the unique sociocultural factors shaping interactions among students,

providing a lens through which the study at GTIS can decipher the intricate web of social

dynamics contributing to physical bullying. By acknowledging the cultural nuances highlighted

by Santos, the research gains a more holistic understanding of the factors that might influence

the frequency and intensity of physical bullying within the Filipino private school setting. Santos'

insights become invaluable in tailoring interventions that resonate with the cultural fabric of

GTIS and fostering a safer and more inclusive school environment.

Moreover, Mendoza's localized research contributes to the understanding of the

challenges faced by victims, providing insights that can guide support and intervention

strategies. Mendoza's work delves into the unique experiences of students who have been

subjected to bullying, considering the psychological and emotional toll it takes. This

comprehensive exploration of the local landscape of bullying not only informs the research

agenda at GTIS but also offers practical implications for developing targeted interventions that

address the specific needs of victims, thus fostering a more empathetic and supportive school

culture.

B. Foreign Literature:

Internationally recognized frameworks, such as Olweus' (2014) Bullying Prevention

Program, offer a wealth of insights for the study of physical bullying at GTIS. Olweus' approach

is renowned for its comprehensive strategy, encompassing preventive measures, intervention

strategies, and the cultivation of a positive school climate. By delving into the intricacies of this

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program, the research at GTIS can draw upon evidence-based practices that have

demonstrated effectiveness in mitigating bullying behaviors. The emphasis on creating a culture

of respect aligns with the global effort to promote safe and inclusive educational environments.

The Bystander Intervention Model, another influential framework, expands the scope of

understanding physical bullying dynamics. This model explores the role of bystanders in

influencing the course of bullying incidents. By integrating insights from this foreign literature,

the research at GTIS gains a nuanced perspective on the potential impact bystanders can have

in either perpetuating or mitigating physical bullying. Understanding the bystander dynamics, as

presented in the literature, becomes essential for devising interventions that empower students

to actively contribute to a supportive and respectful school community.

Furthermore, studies exploring workplace bullying, such as Schwarz & Miller's (2022)

examination of workplace incivility in physical therapist education programs, provide an

additional layer of understanding. While not directly related to the school setting, insights from

workplace bullying literature can offer parallels and lessons that are applicable to the school

environment. By considering the broader spectrum of bullying experiences, the research at

GTIS becomes enriched with diverse perspectives, enhancing the depth and breadth of its

investigation into physical bullying among high school students.

SYNTHESIS

The synthesis of the existing literature on physical bullying, both local and

foreign, creates a robust foundation for the research at Good Tree International School

(GTIS) during the 2023-2024 school year. The amalgamation of insights from Sanappo's

(2017) Philippine study, Santos' (2018) cultural exploration, and Mendoza's

victim-focused research provides a nuanced understanding of the local landscape.

Sanappo's study, with its alarming victimization and perpetration rates, serves as a

wake-up call, emphasizing the urgency for targeted interventions. Santos' work

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complements this by delving into the cultural fabric, revealing how sociocultural factors

shape interpersonal relationships and, subsequently, bullying dynamics. The synthesis of

these local studies establishes a compelling argument for the need to tailor interventions

at GTIS that resonate with the specific cultural context, acknowledging the gender

dynamics and sociocultural intricacies that influence physical bullying.

The incorporation of internationally recognized frameworks, such as Olweus'

(2014) Bullying Prevention Program and the Bystander Intervention Model, adds a global

dimension to the synthesis. Olweus' comprehensive approach, focusing on preventive

measures and cultivating a positive school climate, provides a proven blueprint for

mitigating bullying behaviors. The Bystander Intervention Model introduces a critical

element by exploring the role of bystanders in shaping bullying outcomes. These foreign

frameworks, embedded within the synthesis, strengthen the argument for adopting

evidence-based strategies at GTIS. By drawing upon these internationally acclaimed

models, the research can propose interventions rooted in global best practices, ensuring

a holistic and effective approach to address physical bullying.

Additionally, the idea expands beyond the school setting by incorporating insights

from workplace bullying literature, such as Schwarz & Miller's (2022) examination of

incivility in physical therapist education programs. While workplace bullying may differ in

context, parallels can be drawn to understand power dynamics, group behavior, and the

consequences of incivility. This broader exploration enriches the argument, suggesting

that insights from workplace bullying literature can offer valuable lessons applicable to

the school environment. The synthesis, therefore, contends that by considering a

broader spectrum of bullying experiences, the research at GTIS gains a more

comprehensive perspective, allowing for a nuanced examination of physical bullying

among high school students. The integration of local and foreign literature,

encompassing cultural, global, and cross-contextual dimensions, forms a powerful

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 argument for the necessity of tailored, evidence-based interventions to address physical

bullying at GTIS effectively.

III. References:

UNICEF (2019). Global Report on Children 2019: on violence against children.

Brendgen, M.R., Poulin, F., & Denault, A. (2019). Peer victimization in school and mental and

physical health problems in young adulthood: Examining the role of revictimization at the

workplace. Developmental psychology.

Radwan, R.I., & Shosha, A.A. (2019). Pediatric Nursing Students' Experience of Bullying

Behavior in Clinical Placements and the Role of Staff Faculty.

Zhou, Y., Zheng, H., Liang, Y., Wang, J., Han, R., & Liu, Z. (2020). Joint Developmental

Trajectories of Bullying and Victimization from Childhood to Adolescence: A Parallel-Process

Latent Class Growth Analysis. Journal of Interpersonal Violence, 37, NP1759 - NP1783.

Elghazaly, N.M., & Atallah, A.O. (2020). Bullying among undergraduate medical students at

Tanta University, Egypt: a cross-sectional study. The Libyan Journal of Medicine, 15.

Ball, L.E., Lieberman, L.J., Haibach-Beach, P., Perreault, M., & Tirone, K. (2021). Bullying in

physical education of children and youth with visual impairments: A systematic review. The

British Journal of Visual Impairment, 40, 513 - 529.

Putri, D.A., & Karneli, Y. (2021). The Relationship between Parents' Attention and Bullying

Behavior during the Covid-19 Pandemic. Jurnal Neo Konseling.

Cantu, V.C., & Chen, R.K. (2021). A Phenomenological Study of Middle School Bullying in the

Texas Rio Grande Valley. International Journal of Bullying Prevention, 3, 300 - 310.

Zhou, H., Wang, Q., Yu, S., & Zheng, Q. (2022). Negative Parenting Style and Perceived

Non-Physical Bullying at School: The Mediating Role of Negative Affect Experiences and

Coping Styles. International Journal of Environmental Research and Public Health, 19.

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Sağın, A.E., Uğraş, S., & Güllü, M. (2022). Bullying in Physical Education: Awareness of

Physical Education Teachers. Physical Culture and Sport. Studies and Research, 95, 40 - 53.

Ríos, X., Ventura, C., & Prat, M. (2022). “We’ve Never Studied Bullying at University:”

Bullying-Related Beliefs, Training, and Strategies Among Physical Education Preservice

Teachers. Journal of Teaching in Physical Education.

Schwarz, B.L., & Miller, H.L. (2022). Workplace Bullying and Incivility in Physical Therapist

Education Programs. Journal of Physical Therapy Education, 36, 154 - 162.

Gusfre, K.S., Støen, J., & Fandrem, H. (2022). Bullying by Teachers Towards Students—a

Scoping Review. International Journal of Bullying Prevention.

Zhou, Z., Zhou, X., Shen, G., Khairani, A.Z., & Saibon, J.B. (2023). Correlates of Bullying

Behavior Among Children and Adolescents in Physical Education: A Systematic Review.

Psychology Research and Behavior Management, 16, 5041 - 5051.

Paljakka, A. (2023). Teachers’ Awareness and Sensitivity to a Bullying Incident: A Qualitative

Study. International Journal of Bullying Prevention.

Moļņika, B. (2023). Bystanders in Bullying Situations in Schools. Does it Matter? Literature

Review. Human, Technologies and Quality of Education, 2023.

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