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BULLYING AND ITS EFFECTS TO THE ACADEMIC PERFORMANCE AND SOCIAL IMPROVEMENTS OF THE FRESHMEN ENGINEERING STUDENTS OF
DON BOSCO TECHNICAL COLLEGE IN MANDALUYONG CITY

Prepared by:
Adrian Vic David Balitaan
Mark Dominic Boquio

CHAPTER I
The Problem and its Background
Introduction
Power and authority in school are the main reason why students use an aggressive behaviour towards these regular students. They use these aggression to be on the top of the food chain so that normal students will fear and bow after him. “Bullying is commonly regarded as an aspect of aggression” (Roland and Idsøe, 2001, p. 446). Masterson (1997) also said: “bullying is regarded as a form of aggression in which a person repeatedly harasses another person physically and/or psychologically”. A large amount of students in the Philippines are suffering from harassment and bullying. A widespread of campus bullying frights DepEd as more and more students are becoming victims of bullying. This is why we chose this topics so that we can help the victims of bullying to recover. This will not get rid of bullying but our aim is to lessen the act bullying. Theoretical Framework

Research has shown that bullying can and has had long-lasting effects on children well into adulthood causing serious implications on their social development. The effects are damaging to both the aggressor and the victim leading to a never ending chain of bullying. Although, some may think bullying is natural and even typical, many believe it is dangerous and can cause serious health problems for children in their developmental stages (Smith, Cousins and Stewart, 2005). Many different attempts to understand the optimal learning environment have been pursued in previous research. Even back in the 1950s, Maslow attempted to explain the levels through which a person must progress in order to be in a position to grow cognitively and emotionally. In his theory, known as Maslow’s Hierarchy of Needs, Maslow lists four steps that he asserted must be met before a person is ready to move on to the fifth level of having a need to know and understand. The first level put forth by Maslow is for the needs of hunger, thirst, and bodily comforts to be met before one is ready to progress to the second level. The second level is the need for safety and security. Bullying activity within our schools can be a direct assault on a child’s ability to progress through this second level of need. Once an individual feels safe and out of danger, the person is able to attempt to satisfy his/her need for acceptance and love. Again it is obvious that children threatened with bullying activity will have difficulty feeling accepted and loved in a hostile environment. The fourth level involves the individuals need to gain approval and recognition, another area that is under assault in an environment where bullying is left unchecked. It is only after having had each of these areas of needs met that a child is able to progress to the fifth level of having a need to know and understand. In a perfect world, the teacher would find every child at this point at the start of every school day. Unfortunately, many barriers stand between where the child is and where the teacher needs him/her to be, and bullying is one of these obstacles. The present study attempts to build a link between the theories concerning the best practices in reducing bullying activity with existing theories about the advantages of safe learning environments. (William Daryl Stone, April 2009) Conceptual Framework

Bullying is when a person is selected on over and over again by an individual or group with more power, either in terms of physical strength or social standing that they abuse their powers to control or to be in an “authority” position to exercise their power over someone. Bullying is a big barrier between academic excellence and social improvements. This divides the powerful to weak people. This is a big problem because...
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