THE ROLE OF CLASSROOM SCHOOL TEACHERS IN MEETING THE CONDITIONS

OF SOCIALLY WITHDRAWN CHILDREN DUE TO VERBAL BULLYING

ANCHETA.EROS FREUY B.

SPECIAL EDUCATION RESEARCH

“We envision Saint Louis University as an excellent, missionary, and transformative educational institution zealous in the formation of human resources who are imbued with the Christian spirit and who are competent, creative, and socially involved.”

SAINT LOUIS UNIVERSITY

SCHOOL OF TEACHER EDUCATION

BAGUIO CITY, PHILIPPINES

2014

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Chapter 1

THE PROBLEM AND ITS RESEARCH DESIGN

INTRODUCTION

Rationale of the Study

In the field of teaching, teachers are primarily given multifaceted responsibilities

and roles in imparting knowledge to their students. As a matter of fact, a teacher adopts

a wide range variety of thoughts, methods, approaches and techniques that shall be

utilized to suffice the versatile and flexible Role of being a teacher. Aside from

imparting knowledge, teachers are also perceived in many ways either inside or outside

the classroom. A teacher performs different Roles such as: Mediator of learning,

Disciplinarian or controller of student behavior, Parent substitute, Confidant to students,

Judge of achievement, Organizer of curriculum, Bureaucrat, Scholar and research

specialist, Member of teachers’ organization, Roles in the community such as Public

servant, Surrogate of middle-class morality, Expert in some area of knowledge or skills,

Community leader and Agent of social change and many more (Havighurst, 2014)

Hence, being a teacher does not only limit roles as far as academics are

concerned. As it includes social relationships and on how well a teacher can deal with

proper assessment as on how well he or she can manage a classroom and might as

well effectively utilize mechanisms to suffice a multifaceted role.

Hence, effective teaching is much more than an intuitive process. A teacher must

continually make decisions and act on those decisions. To do this effectively, the

teacher must have knowledge-both theoretical knowledge about learning and human

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behavior and specific knowledge about the subject matter to be taught. A teacher also

must demonstrate a repertoire of teaching skills that are believed to facilitate student

learning and must display attitudes that foster learning and genuine human relationships

(Ryan & Cooper, 2010).

Recognizing the efficacy of the role of the teacher, contrary are threats posted to

meet the students’ needs. Thus, the teacher is expected to provide solutions through

wise and proper classroom decision making, and planning both incorporated to

classroom management.

“Classroom management” is defined as actions taken to create and maintain a

learning environment conducive to successful instruction. Developing teacher-student

rapport, arranging the physical environment, establishing rules and procedures, and

maintaining students’ attention to lessons and engagement in activities are examples of

classroom managerial behavior. As with most complex teaching skills, classroom

management requires thorough understanding of theoretical knowledge and research

findings, plus a healthy dose of experience (Ryan & Cooper, 2010).

Hence, under classroom management is “Behavior Modification” to modify

student behavior by systematically rewarding (reinforcing) appropriate student behavior

and removing rewards for, or punishing, inappropriate student behavior (Ryan &

Cooper, 2010). Through proper classroom management, behavior can be altered, and

discipline can be entailed. Factors that disrupt the classroom management must be

dealt with diligence and patience as situations might come out of hand and might be too

emotionally driven which also in turn needs a good understanding of a child’s behavior.

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Consequently, a phenomenon that primarily involves misbehavior of students as

one of the threats that arise in classroom management is bullying. Bullying is a common

and persistent problem in society, particularly in schools. Overall, a large number of

children and youth will experience some type of bullying during their educational

experience. Bullying has been identified as a problem in many countries, including the

United States, Canada, Japan, Australia, New Zealand, Germany, Belgium, Italy, Spain

Portugal, France, Switzerland, England, Ireland, and Finland and has taken a front seat

in the research arena in many of these countries (Sanders & Phye, 2004)

Bullying in childhood and adolescence is a significant problem, it takes place in

different situations and in different ways. It is a long-term repeated negative actions that

is intentional infliction or attempted infliction of injury or discomfort by one or several

students towards another student(Scheithauer,H., Hayer, T., Petermann, F., &Jugert,

G. 2006), wherein the intimidators must be stronger than the targeted student or as we

called the victims. Moreover, it involves peer victimization as repeated aggressive

behavior with the intent to harm (Olweus, 1993) where an imbalance of power occur.

According to Scheithauer et. al. (2006), bullying can be direct such as physical

aggression, hitting, shoving, verbal threats, and swearing and/or mocking. On the other

hand, bullying can also be indirect in which a person tries to harm another by damaging

his/her social relationships like excluding, gossiping or telling lies to isolate this person.

In addition, it exhibits relational aggression like harming others through purposeful

manipulations or damage to their peer relationships by using social exclusion as a form

of retaliation.

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Bullying is one of the most prevalent and widely discussed topics pertaining to

school safety and security. Bullying has been shown to have profound effects on youth

which often continue into adulthood. Media discourse about the impact of bullying is

anecdotal at best, and tends to focus on extreme cases where a student takes his or

her life. Research into the effects of bullying and causal relationships regarding bullying

and its impact has been ongoing since the first systematic study of bullying

accomplished in 1978 by Dan Olweus.

Depression, anxiety, bitterness, elevated levels of stress, as well as negative

feelings of self-image and low self-esteem can all result from verbal bullying

(Kerlikowske, 2003). Victims of bullying are also found to have difficulty concentrating

on school work and exhibit elevated levels of anxiety (Ballard, Tucky, & Remley, 1999).

Verbal conflict or in other words verbal bullying is a persistent behavior to instill

self-doubt to the victim (Sanders & Phye, 2004) by an act of spreading rumors or giving

of pet names. She also adds that it is an open verbal argument that comes from anger

or rage, and seeks to control the situation not the individual. This will result a negative

impact upon a child’s life both physically and psychologically. They are more likely to

report physical ill health, experience lowered self-esteem, and some become

significantly depressed, have few friends and tend to avoid school on a regular basis

(Hunt, 2007) and will lead a socially withdrawn person.

Researchers would say that, teachers have an important role in terms of

managing and preventing bullying situations (James, Lawlor, Courtney, Flynn, Henry,

& Murphy, 2008) that can be inside the classroom or campus. If not examined well,

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bullying incident may create a larger dynamic of bullying process (Jeong-il,

Hendrickson, &Mock, 2009). Therefore, classroom management is one of the things

that a teacher should do. Classroom management, according to Evertson and Harris

(1999) as cited by Allen (2010), “the meaning of the term classroom management has

changed from describing discipline practices and behavioral interventions to serving as

a more holistic descriptor of teachers’ actions in orchestrating supportive learning

environments and building community”. Establishing rules and procedures, organizing

groups, monitoring and pacing classroom events, and reacting to misbehavior (Allen,

2010) are strategies that could be done by a teacher. Otherwise, if not established well

will result to aggressive behaviors of students.

Consequently, teachers may be able to help shy and withdrawn students

considerably by using strategies that are relatively easy to implement and well matched

to the teacher's basic role as a helpful instructor to students. These strategies include

providing self-concept support, encouragement, and opportunities to develop

confidence and comfort in the classroom to shy and inhibited students, as well as closer

monitoring, improved nonverbal communication, environmental engineering, and

instructive suggestions or demands for improved concentration designed to maintain the

attention of students prone to withdrawal or daydreaming. Most teachers seem to

develop an intuitive understanding of some of the needs of shy or withdrawn students,

but many could meet these needs more effectively by systematically applying the

principles and strategies (Brophy, 1996).

As an approach to Classroom management would suggest; the “Authority”

of the teacher as a process of controlling student behavior, primarily by using discipline.

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Emphasizes establishing and enforcing rules, using soft reprimands and orders to

desist. Assertive discipline is a popular manifestation of this approach (Ryan & Cooper,

2010)

In the Philippines, Bullying and how to deal with it became the subject of

researches of psychology. Many studies conducted in the Philippines are more focused

on the negative effects of Bullying, on factors and reason behind bullying. Hence, the

role of the teachers to address to the conditions of the victim of bullying is overlooked.

Recognizing the results of the many and varied research studies about the negative

effects of bullying pose significant detrimental conditions on the self-esteem of the

victim that would later on lead to social withdrawal and dire and severe related

conditions to such, the researcher decided to conduct this study.

A Law is even mandated to counter such phenomenon, otherwise known as the

Republic Act No. 10627 or “an act requiring all elementary and secondary schools to

adopt policies to prevent and address the acts of bullying in their institutions” (Gov.ph

2013) which generally includes provisions that highlights the intervention programs and

policies mandated by the Department of Education addressed to each and every

elementary and secondary schools to prevent manifestations of bullying.

Supplementary to this, while extensive research has been done such as: the

negative effects of bullying, strategies to prevent bullying, and on the effective

disciplinary and legal actions to address bullying, rare it is to deal with the teachers’ role

addressing the problems of the victims of verbal bullying which led to social withdrawal.

Furthermore, studies on this topic are not widely done in the country, as literature would

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suggest on the pre-emptive measures on anti-bullying and not really focusing on

addressing to the problems of the socially withdrawn individuals due to verbal bullying.

With these, and with the endeavor of bettering the conditions of the socially withdrawn

children, and as well as improving the strategies and practices of elementary and

secondary teachers in meeting the conditions of the victim, this study was

conceptualized.

Theoretical Background

Presented in this section is a brief background on bullying (theoretical review of

bullying) and classroom management which includes strategies to meet the conditions

of socially withdrawn children and as well as a theory-guided intervention to bullying and

the theoretical models that underpin the study that shall be given depth by the

theoretical framework of the study after the data analysis.

Social Dominance Theory incorporated to Bullying. The study is hinged on

the Social Dominance Theory of Bullying. Bullying commonly known in the research

literature as peer victimization or peer harassment, is a form of social interaction that

many children and adolescents encounter (Hoover, Oliver & Hazler, 1992). Bullying can

be interchangeably used with peer harassment, it typically refers to a form of social

exchange in which there is: (a) a difference in power such that the target is less able to

defend against experienced hostility and (b) an intent to cause physical or psychological

harm/discomfort to the target. (Sanders & Phye, 2004)

In summary, bullying is a common type of social experience that students refer to

as “getting picked on”. Conceptualized this way, the phenomenon extends beyond the

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one or two students in the class who are frequently and chronically targeted by peers to

include a wider range of students (Sanders & Phye, 2004)

Social Dominance Theory incorporated to Bullying. This is a theory

suggesting a social-biological or evolutionary perspective that offers an interesting

theoretical view of peer harassment. Researches and studies suggest that peer

harassment, or bullying is a universal phenomenon. Cross-cultural studies have found

similar correlates (e.g., social withdrawal, submissiveness, and physical weakness) of

being a target of peer aggression ( Olweus, 1987; Schwartz, Farver Chang & Lee-Shin

2000; Schwartz, Dodge, & Coie, 1993). Rather than group members pushing these

withdrawn and submissive children out of the group, group members may push them to

the bottom of the group. (Sanders & Phye, 2004)

Social Dominance Theory states that human beings are predisposed to

create social dominance hierarchies. According to the theory, these strivings would be

favored in evolutionary processes because clearly established hierarchies can serve to

minimize conflict with a group. Furthermore, groups with clear hierarchies are more

organized and thus better able to attack other groups to procure additional resources or

defend themselves from attack by outsiders, thereby increasing the likelihood of an

individual’s survival. In this way human beings have evolved to feel more at ease when

hierarchies have been clearly established (Sanders & Phye, 2004)

As far as power play is concerned, closely related under the light of

political science, , the theories and most of the proponents would suggest the clamor of

man as regards to power equated to different forms of hierarchy. Hence in order to get

such and take hold of power, man shall enter into association (hierarchical). The elites

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or the superiors rule over and dominate the whole of the hierarchy composed of inferior

ones, different theories and models can be manifested such as: The Elitist Power Model

( the most closely related theory to bullying and to peer harassment) and secondly, the

Natural Selection theory or Survival of the fittest.

The application of social dominance theory to predict the establishment of social

hierarchies also provides an explanation for why peer harassment occurs among

friends. However, friendship groups can experience peer harassment and peer

victimization as well. It may be that peer harassment also serves to help establish

hierarchies within friendship groups. Alternatively, peer victimization may be used as a

method of socialization among friends, thereby promoting greater similarities (or

homogeneity) in-group members. (Sanders & Phye, 2004)

Bullying in such theoretical sense is viewed something as inherent and is

political, as viewed as means to easier get resources or take hold of power as people

try to enter an organization (peer) to extend the feeling of belongingness, and

something that people would be motivated of having a common goal, hence having a

pursuit of that goal in an aggressive and justified, normative manner.

Social Dominance Theory posits that individuals strive to form social hierarchies

because it is evolutionarily advantageous to do so. Cross-cultural studies support this

notion, as peer harassment appears to be a universal phenomenon. Similar social

aggression and dominance hierarchies are found in primate groups as well. Taken

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together, these findings would suggest that it is difficult, if not impossible, to completely

eliminate peer harassment. The Social Dominance perspective predicts that attempts to

eliminate peer victimization would promote unstable hierarchies. In turn, these unstable

hierarchies would cause individuals within the group to feel uncomfortable and seek

other ways of establishing social stratification (e.g. resorting to more covert forms of

peer harassment) (Sanders & Phye, 2004)

A diagram below would show the social dominance theory and on how was it

manifested throughout the history of mankind and politics, as it led to racism, sexism,

classism, nationalism, the Monroe doctrine, stereotypes and so on and so forth, all are

manifested discrimination in the history of mankind:

Redmond B. (2014)

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As aforementioned bullying results to social withdrawal and they are more likely

to report physical and mental illness health, experience lowered confidence and self

esteem and most likely withdraw himself or herself from socialization and become

extensively depressed, have few peers and or less friends and tend to avoid

socialization thus in turn afraid of entering school and in turn would lead to a socially

withdrawn person.

As stated, a socially withdrawn person due to bullying faces social challenges of

different varieties of discrimination that in turn a teacher must be able to address such,

using different strategies and approaches that would uplift a child’s confidence and self-

esteem that would later on bring him to a transitory stage of developing and regaining

the lost confidence and self-esteem.

Models/ Theories. The study is mainly anchored on two general theories:

the normative institutionalist perspective and the choice theory which would suggest

clash of normative behaviors and rational choices of individuals in coming up with

decisions and certain behaviors. The study is also anchored on one specific classroom

management process model- the Thomas Gordon Theory of Discipline as Self Control.

Hence as the theories are further discussed in the subsequent paragraphs:

The study is hinged on Thomas Gordon Theory of Discipline as Self Control.

Thomas Gordon (1974) believes that for teachers to be effective, they need skills that

include the ability to identify problems and student needs, change the class environment

and instructional practices to improve student behavior, send what he called I-

messages, and listen actively. He has thus developed a program he calls Teacher

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Effectiveness Training. Thomas Gordon’s primary focus for success in classroom

management revolves around the idea of helping students to become self-reliant. He

urges educators to avoid methods that involve coercion, reward or punishment. A

paradigm shift must occur for Gordon’s method to function; educators must redefine the

concept of misbehavior (Thomas Gordon Discipline as Self-Control)

The study is hinged in the Normative Institutionalist Perspective ( Marsh and

Olsen 1984). which suggests the interplay of structures and agencies capable of

affecting man’s behavior. The theory suggests that there are agents and structures

which include power play as well and are capable of affecting a child’s preference and

behavior to do acts of bullying, and on the other hand there are agents and structures

capable of altering the victim’s behavior to be normal. Thus, on the same instance

affecting also the act of bullying to be altered or prevented. For example: we have the

teacher adopting several strategies to suffice the role an agent of change affecting the

whole of the structure and the agents present in the structure as well. For this case, the

teacher, and students are the agents; and the school is the structure.

Hence, Normative Institutionalists argue that seemingly neutral rules and

structures actually embody values and power relationships and determine appropriate

behavior within given settings ( Marsh and Olsen 1984). As incorporated to bullying;

bullying becomes an institutionalized behavior if peers, structures and agents see it as

normal, making it normative and thus peer-assessed as justified.

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Lastly, the study is hinged on the Choice theory- which Contends that we are

internally motivated, not externally motivated by rewards and punishment. Originally

called “control theory,” Glasser switched to “choice theory” in 1996 to emphasize that

virtually all behavior is chosen. It represents an alternative to behaviorism and other

external control psychologies (Sullo, 2007). Choice theory suggests that behavior of

people or children and what forces people to behave in a certain way is based on their

rational choice. Hence, bullying in this sense can be a matter of rational choice and or

by own preference and decision, while bullying intervention is as well can be followed by

the rational choice of the individual and not through mere external factors.

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THE PROBLEM

Statement of the Problem

This study shall investigate the experience of a teacher in performing a

multifaceted role in ensuring a proper classroom management, and most importantly on

bullying intervention, investigating as well underpinned strategies to help socially

withdrawn students due to verbal bullying to cope up and regain self-esteem for a more

conducive society and classroom setting for the student.

Specifically, this study shall answer the following:

1. What is the experience of a teacher performing a multifaceted role in terms of:

1.1 Classroom Management

1.2 Bullying Intervention

1.3 Protection of a child’s right

1.3a Bully

1.3b Victim

1.4 Family cooperation

1.5 The efficacy of the strategies utilized to help a socially withdrawn child

2. Based on the findings, what intervention program can be proposed?

3. Based on the findings, as to what extent a teacher can suffice his or her role

inside and outside of the school campus?

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Significance of the Study

The findings of this study can provide basis in designing a comprehensive

bullying intervention program and effective roles of primary and secondary school

teachers of Baguio City in classroom management to meet the conditions of socially

withdrawn children due to verbal bullying. Furthermore, the results of this study could

benefit the following many and varied individuals:

To the Students of School and Teacher Education . The study can act as a

framework on the deeper and comprehensive understanding on bullying and social

withdrawal. Hence adopting ways to address such as future professionals, and as well

as fulfilling the roles of a future teacher in meeting the needs of socially withdrawn

children to regain self-confidence, self-esteem, and self reliance. And as well as

mechanisms to ensure discipline as part of classroom management.

To Future researchers. The result of this study could be a basis for future

investigations that shall give depth and substance to their studies .

To Primary and Secondary School Teachers. The study can provide avenues

on furthering the effectiveness of the roles of primary and secondary school teachers as

far as classroom management is concerned to meet the conditions of socially withdrawn

children due to verbal bullying, and as well as to meeting the conditions of students who

initiate the act of bullying.

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To the Department of Education. The Department of Education could devise

and implement policies among elementary and high school teachers. In particular,

policies that shall address to Bullying Intervention, and policies mandated to address

the victims of Verbal Bullying.

To the Parents of socially withdrawn children. Knowing that the education of

the children is a partnership of both the parents of the child and the teachers, parents of

socially withdrawn children could become more aware of their children’s condition.

They, too, shall help in a coherent manner with the teachers to help their children to

cope up and regain self-esteem and to contribute in a more effective manner to help the

child to enter a transitory phase.

To the Parents of children who bully. Knowing that the education of the

children is a partnership of both the parents of the child and the teachers. Parents of

children who do the act of bullying could become more aware of their children’s

condition. They, too, shall help in a consistent manner with the teachers to help their

children to be disciplined thus establishing measures to prevent bullying along with the

negative effects contributed to such.

Scope and Limitation of the Study

The study considered an interview with 1(one) teacher employed in Saint Louis

University Laboratory High School on the school year 2014 – 2015 who genuinely

experienced roles of addressing the needs of a socially withdrawn child and as to

dealing with children who do acts of bullying.

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THE RESEARCH METHODOLOGY

Presented in this section are the research design used, the research flow, the

research environment, the respondents, the instruments used, the coding procedures,

and the themes generated.

Research Design

This study used the phenomenological research design, which described the

particularity of the different phenomena through experience such as: bullying, bullying

intervention, addressing the needs of a socially withdrawn child due to bullying, and the

experience of the child who had been bullied as determined by the teacher. This

qualitative research method answered questions based on the actual and genuine

experience of the respondent.

The research flow followed the input-process-output (IPO) format, which shall

give the formation and guide for the flow of the research.

The inputs of this study were the strategies used by the teachers to bullying

intervention, and as well as Classroom Management functions, theories and

perspectives and as well as to how such are put into practice in addressing or meeting

the conditions of socially withdrawn children and also the conditions of children who do

acts of bullying. These inputs were obtained through forms of open-ended questions in

a form of an interview.

The process of this study included the best experienced strategies of the

respondent as far as classroom management is concerned, and as well as on meeting

the conditions of socially withdrawn children and children who made the act of bullying.

It covered the administration of interview, the validation of data, and presenting the data

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through transcript thus, including the clustering and coding of data plus the analyses

and interpretation of the data and collected themes.

Outputs of this study include recommendations and measures that shall be

utilized to prevent bullying, address and cater to the needs of the socially withdrawn

children, and as well to the parent-teacher mechanisms to help the victims and children

who made the act of bullying per se.

The research flow is presented in a diagram below.

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Input

Data from the RespondentClassroom Management functions, theories and perspectives practices in addressing or meeting the conditions of socially withdrawn children strategies used by the teachers to bullying intervention

Process

InterviewData validation and presentationRecording and clustering into themes of data collectedData analysis and interpretation through coding

Output

Proposed Bullying Intervention Program, and Classroom Management Skills to be utilized, And Proposed strategies to suffice the role of meeting the conditions of socially withdraw children due to verbal bullying

Environment

The locale of the study was Saint Louis University Baguio City. Saint Louis

University is run by the Congregation of the Immaculate Heart of Mary (CICM). Below is

a map of Baguio City where Saint Louis University is located:

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Respondents

The respondent of this study is a teacher who experienced meeting the needs of

socially withdrawn children due to verbal bullying and is currently employed in Saint

Louis University Laboratory High School in the school Year 2014-2015. Only one

interviewee was needed to get data required for the

qualitative-experiential/phenomenological research.

Instrument

The research instrument that was used in this study is an interview composed of

open ended questions to funnel out clustered themes that underwent the process of

coding that would give depth and answers to the research problems, and would later on

be used to conceptualize hypotheses, theories and or frameworks of this study.

Validity of the Instruments

Because the Interview is composed of open ended questions and the sharing of

experiential ideas and thoughts of the subject/ respondent. Concepts from the interview

shall be used and considered reliable as source of data in a phenomenological research

as it undergone the process of coding. Ergo, validation and reliability testing was not

necessary as the data itself is phenomenological and experiential in nature.

Procedures for Data Gathering

Upon approval of the research instrument, the researcher sought permission to

the assistant principal of Saint Louis University Laboratory High School to conduct an

interview with a teacher concerning about his or her experience on such phenomenon:

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“the role of the teacher in meeting the conditions of a socially withdrawn child due to

verbal bullying”. When permission was granted, the interview was conducted personally

by some of the researchers. The interviewee was guaranteed confidentiality of

information. The researcher conducted the interview on the 18th of May 2014 in the

Assistant Principal’s Office in Saint Louis University Laboratory High School.

DEFINITION OF TERMS

To clarify and to give more substance to the key and operational terms used in

this study, operational measures are defined:

The term social withdrawal (sometimes referred to as passive-withdrawal) is

used to denote a child isolating him/herself from the peer group through the consistent

(across situations and over time) display of solitary behavior in the presence of peers

(Rubin, 1982; Rubin & Asendorpf, 1993).

In this regard, social withdrawal is seen to arise from internal factors, with the

child opting, for some reason or another, not to interact with peers. Rubin and Coplan

(2004) describe social withdrawal as an “umbrella term”, encompassing at least two

different “reasons” why children might choose to play alone. For example, some

children desire social interaction but may play alone because of social fear and anxiety

(shyness). In contrast, some children may prefer to play alone (unsociability or social

disinterest), although still possess the requisite social skills to competently interact with

peers.

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Bullying Most experts in the field of bullying agree that there is considerable

debate on a clear definition of the term bullying (Boulton et al, 1997; Crick & Dodge,

1994; Sutton, Smith, & Swettenham, 1999). Many researches use Olweus’s (1993)

definition of bullying, which states “ … a student is being bullied or victimized when he is

exposed repeatedly and over time to negative actions on the part of one or more other

students”

Smith and Sharp’s (1994) definition of bullying is also popular in the filed. They

claim that bullying is a “systematic abuse of power”. This definition incorporates the

repetitive nature or bullying similar to the aforementioned Olweus’s (1993) explanation.

Most definitions of bullying categorize it as a subset of aggressive behavior that involves

an intention to hurnt another person (Camodeca et al. 2003, Olweus, 1978; Rivers &

Smith, 1994; Smith & Thompson, 1991) (Sanders & Phye, 2004)

Classroom management refers to the wide variety of skills and techniques that

teachers use to keep students organized, orderly, focused, attentive, on task, and

academically productive during a class. When classroom-management strategies are

executed effectively, teachers minimize the behaviors that impede learning for both

individual students and groups of students, while maximizing the behaviors that facilitate

or enhance learning. Generally speaking, effective teachers tend to display strong

classroom-management skills, while the hallmark of the inexperienced or less effective

teacher is a disorderly classroom filled with students who are not working or paying

attention. (Abott, 2013)

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a comprehensive discussion on the concepts and theories

underpinning bullying, social withdrawal and the role of the teachers as far as classroom

management is concerned; which involves the role of the teacher in bullying

intervention, and the role of the teacher in addressing the needs of socially withdrawn

children. After which are a discussion and comparison of research studies appropriate

and significant to the present study.

Related Literature

Bullying. Bullying has been perceived in many ways, myriad of thoughts, ideas

and theories are conceptualized to give a deeper meaning to Bullying. Many

researches and educators have been challenged to explain theoretically the

phenomenon of bullying (Sanders & Phye, 2004). Thus, numerous perspectives have

been used to try to make sense out of why individuals choose to engage in bullying.

Verbal Bullying. Verbal bullying occurs when someone uses language to gain

power over his or her peers. The verbal bully makes use of relentless insults and

teasing to bully his or her peers. For instance, a verbal bully may make fun of a peer's

lack of physical capabilities, may tease a peer for being a "dumbie" or "nerd", and/or

may call a peer names based on appearance. Verbal bullies are one of the more difficult

types of bullies to identify since their attacks tend to only occur when adults are not

present. Even though verbal bullying creates no physical damage, this type of abuse

can have lasting psychological impacts on victims (Fraser, 2010).

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Theories in Bullying. Discussed and used in the literature are theories

underpinning Bullying in general, and verbal bullying to be specific; and are anchored

on three frameworks: Social Information Processing Theory, Theory of the Mind

Framework, and Moral Development Theory. The Social Information Theory or

Perspective (SIP) suggests that Bullying happen because of the inability of individuals

to process social information properly, hence lacking skills of awareness to the other

people’s feelings or interests which in turn shall lead to Bullying. The Theory of the Mind

Framework (TOM) on the other hand challenged SIP thus, suggesting that: Bullying

happens because of the more “superior” skills of Bullies being able to comprehend more

the emotions of others, which can allow them to enter power play and manipulate and

predict the behavior and emotions of others. The Moral Development Theory, as a

response to the clash of the two aforementioned theories; suggests that to be able to

understand the phenomenon of Bullying, moral behaviors and assessment must be

incorporated. Hence such theory suggests the understanding of the behavior of

individuals on what to do (right or wrong), and shall solely depend on the individual’s

moral assessment of the things or phenomena around himthat shall in turn affect their

behavior, which can result to bullying. The three theories suggest the existence of

bullying as a general phenomenon which consists of both: verbal and physical bullying.

The paragraphs that follow briefly discuss each of these three theories.

Social Information Processing Theory. The Social Information

Processing Theory (SIP) was originally developed by Dodge in 1986 and

redefined by Crick and Dodge in 1994. The reformulated theory involves six

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sequential stages of processing social information. In step one; the individual

encodes sensory information being taken into “system.” Second, the individual

attempts to make sense or interpret the sensory information. Next clarification of

the information and goal setting occurs. Fourth, the individual seeks ideas for

possible response or develops unique ones on his or her own. Fifth, a decision

about which response is most appropriate occurs. Last, the individual follows

through with the behavioral response (Sanders & Phye, 2004).

Using this model, Crick and Dodge (1994) claimed that bullying occurs as

a result of social information processing biases or deficits at one or more of the

six stages. Research findings have supported their ideas. For example,

Camodeca et.al. (2003) reported that bully-victims exhibit deficits in the second

stage of processing (clarification/interpretation) and the fifth stage of processing

(response decision making). In addition, it was that found significant differences

among individuals in how they interpret situational cues during conflict.

Moreover, Camodeca et.al. (2003) reported that bullies and victims display lower

social competence than children no directly involved in the bullying episode.

They concluded that the necessary social knowledge may have been available to

the children but that bullies and victims did not always apply it successfully

(Sanders & Phye, 2004).

As discussed in the book: Bullying: The Implications for the

Classroom; Randall (1997) argued that individuals who exhibit bullying are doing

so because they do not process social information accurately. They exhibit what

he termed social blindness in that they are lacking skills to understand other

26

people’s perspectives. That is, bullies have little awareness of what others are

thinking of them and display a deficient ability to empathize. Evidence suggests

that these deficits result from environmental influences (McKeough, Yates, &

Marini, 1994). Children who are exposed to neglect or other inadequate

experiences are likely to develop internal working models of human relationships

that are not healthy or normal. Thus, social incompetence results. The popular

stereotype of a bully who is a social outcast and lacks social insight is implied by

SIP theoretical Framework (Sanders & Phye, 2004).

Theory of the Mind Framework. Recently, the SIP Perspective on

bullying has been challenged (Sutton et. al. ,1999). Instead of explaining bullying

behavior as a result of social incompetence, Sutton and his colleagues claim that

some bullies actually possess a “superior” theory of the mind. Sutton (2001)

described the Theory of the Mind (TOM) framework as “the ability of individuals

to attribute mental states to themselves and others in order to explain and predict

behavior.” That is, individuals who possess well-developed TOM skills will be

more equipped to read and understand the feelings and emotions of other

people. Thus, they do not lack social competence as implied by the SIP

framework but instead have an advanced ability at “reading” other people

(Sanders & Phye, 2004).

Sutton and his colleagues (1999) argued that successful bullying may be a

result of superior TOM skills. Being able to understand the mental states of

others and to predict their behaviors can be utilized tomanipulate the minds of

27

others. This could be a potentially useful skill in all aspects of bullying,

particularly with indirect aggression such as spreading rumors, excluding victims

from social groups, and avoiding getting caught in a bullying episode. For

instance, a bully to socially exclude his or her victim, the bully needs to

understand the feelings of others in the social context to manipulate others to

make the victim feel “left out” (Sanders & Phye, 2004).

Moral Development Theory. In response to the debate between the

aforementioned theories, Arsenio&Lemerise (2001) argued that bullying cannot

be fully understood without considering the moral aspects involved in the

phenomenon. They claimed that such issues as fairness, individuals’ welfare,

and sacrifice need to be addressed. It appears that the SIP and TOM theoretical

perspectives do not adequately include this aspect of bullying and victimization.

Guerra, Nucci& Huesmann (1994) indicated that the gap between the study of

bullying and the study of moral reasoning is unsettling. A common element exists

within the two areas, and experts in the field of bullying would be remiss not to

include this theoretical framework in the study of bullying (Sanders & Phye,

2004).

One theory of moral development that seems to link social cognition and

bullying behavior is Rest’s four-component model of morality (Rest, 1983). Using

Piaget’s (1932) and Kohlberg’s (1971) theories of moral development, Rest

proposed a four-component model of morality that involves four separate aspects

28

of moral understanding. In this cognitive-developmental model, Rest theorized

that moral development consist of moral sensitivity (being aware that a moral

problem exists), moral judgment (deciding on a moral action), moral motivation

(staying committed to one’s values and prioritizing a moral action), and moral

character (implementing and following through on the moral action). This model

supports the notion that developmental differences in moral understanding exist

partially because of the strong cognitive component of moral development

(Sanders & Phye, 2004).

Rest’s model of moral development adds an additional element to the

study of morality that most other moral developmental theories leave out: a

behavioral component. The first two components (moral sensitivity and moral

judgment) tap intothe social cognition capabilities of the individual. These

components integrate ideas proposed by the SIP and TOM perspectives. That is

one’s ability to identify a moral problem and consider possible moral actions

requires social information processing skills (SIP) as well as the ability to

understand and predict feelings and behaviors of other people (TOM) (Sanders &

Phye, 2004).

Social Dominance Theory of Bullying. Another theory utilized in the

literature to give further depths in the study of bullying and on the understanding

the nature of bullying is the Social Dominance Theory of Bullying; as discussed in

the book of Sanders & Phye (2004); Bullying: Implications for the Classroom.

Social Dominance Theory states that human beings are predisposed to create

29

social dominance hierarchies. According to the theory, these strivings would be

favored in evolutionary processes because clearly established hierarchies can

serve to minimize conflict with a group. Furthermore, groups with clear

hierarchies are more organized and thus better able to attack other groups to

procure additional resources or defend themselves from attack by outsiders,

thereby increasing the likelihood of an individual’s survival. In this way human

beings have evolved to feel more at ease when hierarchies have been clearly

established(Sanders & Phye, 2004). Hence social hierarchies are formed and

organized to extend a common goal to be achieved, as a result bullying across

peers may occur.

Perspective on the Classification of Bullying Roles. Identified in this

literature are different perspectives on classifying and identifying the roles of the

actors present in the phenomenon of bullying, including the roles of the bully and

the victim. One classification of bullying is considered to be a dyadic process,

from which only one bully and one victim are included; while another approach

discussed that bullying is to be understood as a groupexperience.The

paragraphs that follow briefly discuss each of these perspectives.

Classification of Bullying Roles: A Dyadic Approach. For some

educators and researchers, bullying is considered a dyadic process

involving one bully and one victim. This research perspective

predominantly focuses on peer nomination and/or teacher report whereby

30

children and/or teachers are asked to identify which individuals are the

bullies and which individuals are the victims (Sanders & Phye, 2004).

Troublemaker and Victim. For example of classification,

Marsh et.al. (2001) used the terms Troublemaker and Victim as

below mentioned:

Troublemaker. Described as the individual not

following rules, getting into physical fights, and picking on

others.

Victim. Characterized as the child who did not feel

safe at school due to receipt of threats and/or real physical

harm by someone at his or her school.

Olweus (1987) Dyadic View of Bullying. Olweus expanded the

dyadic view two types of bullies: the aggressive and the anxious bully:

Aggressive Bully. Active, impulsive, assertive, strong and

easily provoked. The aggressive bully takes the lead in initiating the

aggression and often seeks for another bully to follow his or her

instructions. These bullies are skilled at avoiding blame and feel no

remorse or empathy for their victims. They are most likely to use

direct and indirect verbal aggression, such as hurtful words,

gestures and stares (Olweus, 1993). According to Olweus most

bullies fall into this category.

Anxious Bully. Rarely initiates the bullying. He or she

usually works alongside an aggressive bully. The anxious bully is

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characterized with low self-esteem, lack of confidence, and

disruptive temper tantrums. Olweus (1978) indicated that the

anxious bully most likely follows the aggressive bully to

compensate for inadequate feelings about him or herself. Thus,

anxious bullies desperately seek approval from aggressive bullies.

Classification of Bullying Roles: A Group Approach. According

to some researchers, bullying should not only be viewed as a dyadic

process. Instead bullying needs to be viewed as a group phenomenon

(Sanders & Phye, 2004). Researches would say that most cases of

bullying involve peers and group aggression. A research of Craig and

Pepler (1995) found out that peers were present in 85% of bullying

situations; thus, these insides impact not only the bully and victim but also

individuals who witness the bullying and individuals who hear about the

occurrence.(Sanders & Phye, 2004). Several researches conducted by

Boulton& Underwood, (1994) supports and indicates that the majority of

children report a negative or a neutral attitude toward bullying however

many will end up reinforcing the bully. Whether an individual laughs, or

observes the bullying and does nothing, these actions or “non-actions”

reinforce bullying behavior and increase4 the likelihood that it will occur

again. Moreover, other children may not directly observe the bullying but

may hear about it from their peers. In all cases, these individuals are

exposed to the bullying occurrence at some level.(Sanders & Phye, 2004)

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Group Approach of Bullying. The research of Salmivalli et al in

1996, viewed bullying as a social phenomenon thus investigating almost

600 Finnish sixth grade students and had them evaluate how well each

child in their class, including themselves, fit 50 behavioral descriptions

involving bullying episodes. From 50 descriptions, the researchers were

able to identify the following six subscales describing various participant

roles in a bullying situation: ring leader bully, assistant of the bully,

reinforce of the bully, defender of the victim, outsider, and victim.

(Salmivalli et al 1996) Hence as identified in the subsequent paragraphs:

The Ringleader Bully. Look an active role in initiating the bullying.

The Assistant Bully. It was as active in the bullying process but

was more of a follower to the ringleader bully. (Somewhat parallel to

Olweus’s 1978 dyadic approach).

The Reinforce. Acted in ways to encourage the bullying behavior.

These reinforces displayed such behaviors as laughing, coming to watch

the episode, and remaining during the bullying episode to provide and

“audience” for the bully.

The Defender of the Victim. Engaged in behaviors to protect and

help the victim as well as to discourage the bully from continuing.

The Outsider. Did nothing and stayed away from the bullying

episodes.

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The Victim. Was bullied but placed into the category only if he or

she were nominated by at least-one third of the same-sex classmates.

The research of Salmivalli in 1996 were able to assign 87% of the

students to one of the above-mentioned participant roles, lending support

to the notion that most children are directly or indirectly involved in bullying

situations occurring in their schools.

Bullying Related Attitudes of Teachers. Whether self-reported or

student-reported, hold clear implications for the overall school climate’s

influence on bullying. Schools, in which teachers are more likely to discuss

bullying with students, recognize bullying behavior, are interested in

stopping bullying, and actually intervene in bullying incidents are less likely

to have a bullying problem. For instance, Stephenson and Smith (1991)

compared six schools that had a serious bullying problem with schools

that had a less significant problem. Teachers in the schools with less

bullying were more likely to clearly articulate bullying problems found in

the school and were more concerned with control and prevention.

(Sanders & Phye, 2004)

Lack of the Teacher’s Interest in Bullying. On the other hand is

the lack of teacher’s interest to address the problems of bullying, this

translates as well into the lack of teacher action. Olweus (1991) found that

teachers “do relatively little to stop bullying at school” Between 62% and

76% of students reported that teachers did not talk with them about

bullying (Boulton& Underwood, 1994) When considering actual

34

interventions, only 34 to 54% of students reported that teachers almost

always tried to stop bullying and 34% of students reported that teachers

only sometimes or almost never tried to stop the incident (Boulton&

Underwood, 1994).

Attitudes and Behavior of Students Toward Bullying. The

attitudes and behavior of students toward bullying are an integral part

school climate. In fact, attitudes towards bullying have been linked to the

amount of bullying in a school, with more negative attitudes associated

with less bullying. Boulton & Flemington (2002) found a negative

correlation between attitudes toward bullying and engagement in bullying

behavior in a sample of English secondary school students; similar results

were found in a sample of Greek students (Boulton, Lanitis, Manoussou,

&Lemoni, 1997). Using a sample of Swedish and English students,

Boulton, Bucci, and Hawker (1999) also found a negative correlation

between anti-bullying attitudes and bullying behavior; in addition, they

found that attitudes significantly predicted behavior, such that those

students with the most anti-bullying attitude’s engaged in the least amount

of bullying (Sanders & Phye, 2004).

Whereas these studies support the association between school

climate and bullying, they only marginally address the complexity of this

relationship. The examination of a teacher and student attitudes, while

important only focuses on one dimension of climate: school norms.

Presumably, other aspects of school climate also predict bullying

35

problems, but more research is needed to investigate this further (Sanders

& Phye, 2004).

Victim of Bullying. A student who is a repeated target of another

student’s coercive behavior becomes a victim of bullying. As identified and

classified by the research of Olweus in 1993: Coercive behavior can be:

Physical –hitting, pushing, holding, and hostile gesturing; Verbal–

threatening, humiliating, degrading, teasing, name-calling, and taunting;

Psychological–staring, sticking out the tongue, eye-rolling, and ignoring

and; Social –such as manipulating friendships and ostracizing.

Characteristics of Victims: Hazler, Carney, Green, Powell, & Jolly

1997) believe that victims cannot control their environment, have

ineffective social skills, have poor interpersonal skills, are less popular

than others, have underlying fears of personal inadequacy, blame

themselves for their problems, are given labels suggesting inadequacy,

feel socially isolated, are afraid of going to school, are physically younger,

smaller and weaker that peers, have limited skills for gaining success and

acceptance, lack of communication capabilities during high-stress

incidents, have a poor self-concept, show physical mannerisms

associated with depression, have frequent feelings of personal

inadequacy, perform self-destructive actions, believe others are more

capable of handling various situations, have difficulty relating to peers,

have family members who are overinvolved in their decisions and

activities, perceived progressive failures cause them to put forth less effort

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with each presenting opportunity, feel external factors have more of an

impact on them than internal control

Classifications of Victims. Researchers have long realized that

victims of bullying vary substantially in their characteristics. In other words,

victims demonstrate different academic, social, mental, physical, and

interpersonal characteristics. For this reason, there are a variety of

classifications of victims in current literature. Taking a classical approach,

Olweus (1978) distinguished between passive victims and provocative

victims.

Passive Victims. Feel insecure and helpless and appear

cautious, sensitive, and nervous on the surface. Also labeled as

submissive because these victims submit to attacks and insults

without retaliation.

Provocative Victims. Although anxious, they are

defensive, unlike passive victims. More important, provocative

victim’s irritable hyperactive behavior and provocative quick temper

frequently get them into trouble.

Academic Characteristics of Victim Bully. Academically,

victims appear to be less intelligent that non-victims. More

important, victims often have inferior social intelligence, social

cognition, and, in particular, mental skills compared to bullies This

situation often gives bullies an advantage by allowing them to

37

smartly inflict suffering on victims without being blamed (Sanders &

Phye, 2004)

Social Characteristics of Victim Bully. Socially, victims

tend to have close relations with their parents (Olweus, 1978).

Although victims, particularly passive victims do not have friends in

school, they are sensitive to peer comments and peer evaluations

Bullies on the other hand, are popular with their peers (Olweus,

1993).

Mental Characteristics of Victim Bully. Mentally (or

emotionally), victims see themselves as dull, stupid and worthless.

Their self-esteem is low and their social anxiety is high (Hoover

&Juul, 1993; Lane 1989; Slee, 1994). Victims lack effective

emotional problem-solving strategies to present, de-escalate, and

resolve conflicts in peer interactions (Andreou, 2001) Once

victimized they lack effective emotional coping skills to ease

stresses of negative emotions from frustration, failure, and trauma

In addition victims often have depressive and suicidal thoughts.

Worrying depression and psychosomatic symptoms are quite

common among victims and also among bullies (Katalia-Heino,

Rimpela, Rantanen&Rimpela, 2000).

Physical Characteristics of Victim Bully. Olweus(1997)

identified that physically, victims are weak, and bullies take

38

advantage of their physical weaknesses. The study of Sweeting

and West (2001)identified that Bullies frequently target victims who

are disabled, overweight, or physically unattractive.

Interpersonal Characteristics of Victim Bully. The

research of Bernstein & Watson(1997), found out that

interpersonally, though longing for social approval, victims rarely

initiatepro-social activities. Furthermore, studies found out that

victims often receive inadequate support to develop effective

interpersonal relationships (Sanders & Phye, 2004). Unfortunately,

social distress and social avoidance as well as fear of peer

comments and peer evaluations often prevent victims from seeking

support. Furthermore educators are tempted to concentrate on

changing behaviors of bullies and, as a result give less attention to

victims (Boulton& Underwood, 1992).

Classroom Management. Classroom management is how teachers

manage diverse students in a classroom setting. It is the cheapest form to

achieve a good classroom. According to Dunbar (2004) “It’s discipline for free”.

Classroom management skills are significant aspect of professional practice

(Lewis, Roache, &Romi, 2011) that keeps the class ready and awake for

educational functions (Gulcan, 2004). Researchers contend that all teachers,

regardless of their effectiveness or them being in special or regular education,

will need to deal at some stage with behavior problems in the classroom (Zondi,

1997) like inappropriate behavior e.g. bullying and social withdrawal or social

39

isolation, effective teachers know how to help and change a student behavior by

knowing the root causes and consider the core of the problem (Waller, 2010).

Discussed below are approaches to an effective classroom

management and how they are ideally and properly done:

Theories and Concepts of Classroom Management. The theories and

or approaches on classroom management are categorized into several

approaches, subsequent paragraphs are below mentioned to explain the

approaches and concepts under classroom management. The Theory of

Discipline as Self Control was given importance and further elaborated on the

subsequent paragraphs at it gave a framework on how to effectively make the

most of classroom management under the light and concepts of Self Control,

identifying acts of misbehavior and utilizing a step-by-step procedure for an

effective classroom management.

Assertive Discipline. This approach demonstrates how teachers

can assertively communicate their expectations to students. It is a

comprehensive, systematic method of classroom management. It was

developed on the basis of four concepts: “(a) behavior is a choice, (b)

every student has a right to learn in an environment that is free from

disruption, (c) every teacher has the right to teach without disruption from

students, and (d) no child should engage in behavior that is not in the

child's best interest”. It was developed by Canter and Associates (1976).

40

Reality Therapy. This approach was developed by William

Glasser, in the 1950. The emphasis of this program is to help students

connect behavior with consequence. The purpose of this method is to

teach students right from wrong at a very early age. This is done with

class meetings, clear rules, and contracts. Glasser's Reality Therapy

(Emmer and Stough, 2001) stressed the use of choice as the cause of

behavior, good or bad, and thus instructed teachers to direct students

towards making value judgments about their behavior.

Richard Curwin’s and Allen Mendler’s Discipline with dignity.

Proposed that students learn how to be less violent, aggressive, and

hostile to make better decisions. While educators model alternative

expressions of anger and frustration, create and nurture community

networks, and emphasize the importance of human dignity (Mendler

&Curwin, 1997).

Forrest Gathercoal’s Judicious Discipline. Proposed that

students learn to respect others while educators protect those around

them and use the philosophical concepts of Judicious Discipline with other

models (Gathercoal, 2001).

Kohn’s Beyond Discipline. Proposed that students care for each

other’s, feel valued and respected, begin to think in the plural and feel

physically and emotionally safe, on the other hand, educators create a

community (Kohn 2006)

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Three C’s of School and Classroom Discipline of D. Johnson

and R. Johnson. Proposed that educators recognize the violence and

aggression facing schools, recognize the need for safe schools, and teach

cooperation, conflict resolution, and civic values (Johnson & Johnson,

1995)

Developmental Studies Center: The Child Development

Project. Proposed that teachers use no coercive strategies to develop

students’ internal motivation, pro-social behavior, and academic

engagement. These interventions lead to decreased problems of

misbehaviors, delinquency and drug use (Watson &Battistich, 2006).

Thomas Schuyler, Maurice Elias, and John Clabby Social

Decision Making and Problem Solving Program. Proposed that

students learn to develop self-control, to work cooperatively, and to solve

problems by using and emotional skills (Elias et al. , 1997).

Thomas Gordon Theory of Discipline as Self Control. Thomas

Gordon (1974) believes that for teachers to be effective, they need skills

that include the ability to identify problems and student needs, change the

class environment and instructional practices to improve student behavior,

send what he called I-messages, and listen actively. He has thus

developed a program he calls Teacher Effectiveness Training.

42

Teacher Effectiveness Training. Was developed to help

teachers to learn these skills (Gordon 1974). This program

emphasizes teaching effectiveness and indicates Gordon’s belief

that in order to be a good classroom manager, an educator must

have implemented good instructional policies. Also, he believes

teachers need to insist upon students engaging in self-discipline.

Rather than yelling, screaming, and punishing students to no avail,

teachers must realize that they cannot accept responsibility from

someone else’s behavior. Gordon also believes in the

ineffectiveness of rewards and punishments (Manning & Bucher,

2013).

Thomas Gordon’s primary focus for success in classroom

management revolves around the idea of helping students to become self-

reliant. He urges educators to avoid methods that involve coercion,

reward or punishment. A paradigm shift must occur for Gordon’s method

to function; educators must redefine the concept of misbehavior (Thomas

Gordon Discipline as Self-Control).

Misbehavior. Is an adult concept in which a child’s action produces

undesirable consequences for the adult. It is important for teachers to

understand who “owns” a problem. If a student’s behavior causes a problem for

the student only, then he/she owns the problem. At times, a student’s behavior

does not cause a problem for the student or the teacher. If, however, a student

displays behavior that interferes with the class, the teacher now owns the

43

problem. In such a case, a teacher has to attempt to change the problem-

causing behavior. Once a teacher understands the concept of problem-

ownership, they can apply three skills, discussed by Gordon, when dealing with

students: Confrontive skills, Helping skills, and Preventive skills.

Confrontive Skills. Should be applied when the teacher owns the

problem; they should be applied in a positive and no adversarial manner. There

are five confrontive skills.

First, by Modifying the Environment. (Rather than the student)

teachers enrich it or limit its distractions, which may aid in the elimination

or minimization of problem behaviors.

Second, teachers should identify and Respond to One’s Own

Primary Feelings. When an intense situation occurs, a person (teacher)

often feels fear, worry, disappointment or guilt. Sometimes these primary

feelings result in a secondary feeling, often anger.

Third, teachers should end I-Messages Regularly. When a

teacher owns a problem they should express their feelings through “I-

messages,” which communicate three things: the problem behavior, what

the teacher is feeling about the behavior, and why the behavior is causing

a problem.

Fourth, Shifting Gears. It should be used as a tactic when “I-

messages” prompt a defensive response. It is imperative for teachers to

44

listen with sensitivity to the resistance and subsequently shift from a

sending/assertive posture to a listening/understanding posture.

Last, Using a No-Lose Method of Conflict Resolution. Enables

both teacher and student to find a mutually acceptable solution to a given

problem.

Helping Skills. Helping skills should be applied when the student

owns the problem. There are two major helping skills discussed by

Gordon:

First, Using Listening Skills. Is essential. Gordon

emphasizes that teachers should not attempt to solve a student’s

problem. There are three types of listening skills: passive listening

(posture, proximity, eye contact, & alertness), acknowledgement

responses (nods, smiles and frowns, other body movements), door

openers (invitations to students to discuss their problems).

Second, Avoiding Communication Roadblocks. Such as

giving orders, warning, and lecturing, and replacing them with open

and judgment-free interactions.

Preventive Skills. Gordon offers Preventive Skills to maintain an

effective learning environment, when there is no problem for the student or

teacher. There are three specific preventive skills discussed by Gordon:

45

First, Using Preventive I-Messages influences students’

future actions thereby avoiding future problems.

Second, Setting Rules Collaboratively allows both

teachers and students to share in the creation of a learning

environment which meets the needs of everyone.

Third, Using Participative Classroom Management

includes teachers and students making joint decisions about class

rules, room arrangement, seating and preferred activities. Gordon

also includes a system of problem solving in his preventive skill

cluster. The steps are as follows: identify and define the problem,

generate alternatives, evaluate alternative suggestions, make a

decision, implement the solution/decision, and conduct a follow-up

evaluation.

In order to put Gordon’s model in place, teachers need to follow three

steps. First, they should identify student behaviors that will assist and those that

may hinder learning. Second, a discussion should ensue with students in which

a teacher’s concerns are voiced. Last, teachers should assist students in

learning to function in a way that aligns with the class agreements.

Gordon’s method provides teachers with strategies for “helping students to

become self-reliant decision makers who exercise control over their own

behavior.” If implemented early, the long term effects will be a classroom that

functions smoothly due to a common, vested interest. While Gordon realizes the

46

difficulty inherent in the application of certain elements of his method, he believes

the process to be essential. Increasingly, educators seem to agree with him.

(Thomas Gordon Discipline as Self-Control). One of the strategies he stated is

motivation to re direct and catch the attention of the students.

Motivation. Refers to reasons that underlie behavior that is characterized

by willingness and volition (Lai, 2011).It is a factor of prime importance in piquing

students’ interest, encouraging them to actively participate in lessons, and

enabling them to be constructive, creative, and productive

individuals(Uyulga&Akkuzu, 2014). Hence, motivation in classroom management

is important as it is examined and discussed in different perspectives and

theories:

Two Types of Motivation: The types of motivation explaining are

categorized into two: Intrinsic and Extrinsic.

Intrinsic motivation. The execution of a task or activity

because of the inherent satisfaction arising from it rather than due

to some separate outcome (Constanta, & Madela, 2011) According

to the theory CET(Cognitive Evaluation Theory), the effects on

intrinsic motivation of external events such as the offering of

rewards the delivery of evaluations, the setting of deadlines, and

other motivational inputs are a function of how these events

47

influence and develop a person's perceptions of competence and

self-determination(Deci, Koestner&Ryan, 2001).

Extrinsic Motivation. Refers to engaging in a task in order

to attain some separable outcome—such as approval from

authority figures or special privileges in the classroom (Hayenga, &

Corpus, 2010).

Theories on motivation. Discussed on the subsequent

paragraphs are Theories on Motivation: attribution theory, self-

efficacy theory, choice theory and as well as an elaboration on

Maslow’s Hierarchy of Needs as first theory of human motivation,

and theory utilized as well by different studies.

Attribution theory-The first refers to explanations of

behavior (i.e., answers to why questions); the second refers

to inferences or ascriptions (e.g., inferring traits from

behavior, ascribing blame to a person). What the two

meanings have in common is a process of assigning: in

attribution as explanation, a behavior is assigned to its

cause; in attribution as inference, a quality or attribute is

assigned to the agent on the basis of an observed behavior.

(Malle, 2011).

Self-efficacy theory-Self-beliefs of efficacy play a key role

in the self-regulation of motivation. Most human motivation is

48

cognitively generated. There are three different forms of cognitive

motivators around which different theories have been built. They

include causal attributions, outcome expectancies, and cognized

goals. The corresponding theories are attribution theory,

expectancy-value theory and goal theory, respectively. Self-efficacy

beliefs operate in each of these types of cognitive motivation.

(Bandura, 1994).

Choice theory-Contends that we are internally motivated,

not externally motivated by rewards and punishment. Originally

called “control theory,” Glasser switched to “choice theory” in 1996

to emphasize that virtually all behavior is chosen. It represents an

alternative to behaviorism and other external control psychologies

(Sullo, 2007).

Maslow’s hierarchy of needs. Maslow (1943) proposed a

hierarchy of human needs as the first theory of behavior motivation. Within

his model, there are at least five sets of needs or goals: physiological,

safety, love, esteem, and self-actualization. According to(Allison, 2008)

these needs should not be considered singular or exclusive; when a

proponent need dominates behavior other needs may continue to

influence the person, but certain needs emerge as primary motivating

factors that underlie human behavior.

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Physiological Needs. The most basic set of human needs

are physiological: eating, drinking, breathing, and excretion

(Maslow, 1943).

Love Needs. If the physiological and safety needs are fairly

well satiated, the love, affection, and belongingness needs emerge

to motivate behavior. The love needs have been described in

different ways: in terms of social relationships, connection with

other people, and belonging to groups or partnerships. Maslow

(1943) was careful to differentiate between the love needs and

sexuality: love needs are greater than a physiological desire to

procreate because they represent a human yearning for emotional

connection that is imbued with a different quality than sexual desire.

It is not enough for human beings simply to receive love. The

esteem needs

Esteem Needs. Include the desire for a high and accurate

estimation of the self as well as the need for others to appraise the

individual as worthy. Esteem of others is differentiated from love or

social relationships in Maslow’s theory. In this model, the opinions

of others about oneself are considered to be a higher level of

human need than simple human contact. Self-esteem is the other

important component of esteem needs.

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Self-Actualization. Maslow’s self-actualization research

eventually formed “the basis for an entirely new vision of

psychology, with the premise that each of us harbors an innate

human nature of vast potential that usually becomes blocked or

thwarted through the deprivation of lower needs”.

Goal Theory: Self-Determination Goals. Personally

relevant goals and self-determined goals enhance a student

motivation.

Student’s Diversity in Motivation. Motivation may vary in

account of age, gender, cultural, socio-economic background, and

special education needs. To motivate all of them for learning, it is

best to employ differentiated approaches. “Different folks, different

strokes”.

Safety Needs. When physiological needs are met, a new set

of needs relating to safety emerges as the primary motivators of

behavior. When safety is threatened, a person becomes singularly

focused on averting danger and quickly restoring security. When

one is engaged in safety-motivated behavior, the singular focus of

the organism is intense because everything else appears less

important when confronted with a threat to physical or

psychological safety.

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Safe School. A safe school is a place where the business of

education can be conducted in a welcoming environment free of

intimidation, violence, and fear. Such a setting provides an

educational climate that fosters a spirit of acceptance and care for

every child. It is a place free of bullying where behavior

expectations are clearly communicated, consistently enforced and

fairly applied (Manning & Bucher, 2013).

Classroom Prevention and Intervention Efforts.

Mechanisms are discussed in the study to address threats to attain

the concept of “safe school”. The subsequent paragraphs shall

discuss theories and concepts on the efforts of classroom

prevention and intervention efforts:

Prevention and Intervention for Bullying and School

Violence.Can take many forms, including: instilling a positive

school culture, using technology-imposing zero-tolerance policies,

providing staff development, profiling students to identify possible

offenders, and developing written intervention plans.

School Climate. With the aforementioned theory on the

Classroom Management is the School Climate. The School Climate

refers to the “inner workings of the school” (Ma, Stewin, &Mah,

2001), such as the social organization of the school, the system of

social relations between and among teachers and students, and the

cultural system of norms and values in the school(Sanders & Phye,

52

2004).Hence Bullying intervention is a part of the classroom

management to ensure a proper school climate or inner workings of

the school which involves social relationships amongst the actors in

the institution.

Social Withdrawal . The early study of social withdrawal was severely

hampered by the lack of both conceptual and definitional frameworks. Terms

such as social withdrawal, isolation, shyness, and inhibition have tended to be

employed interchangeably by researchers and clinicians. (Rubin, Coplan 2004)

Social Withdrawal means avoiding people and activities that mostly people enjoy.

Social withdrawal is said to be a form of social isolation whereas the individual

tends to avoid from social communication and social contact. People who have

traumatic experiences may isolate themselves from social activities. Moreover,

social withdrawal refers to all forms of solitary behaviors when encountering

familiar and unfamiliar peers. (Rubin, Coplan 2004)

Theories in Social Withdrawal. The study of social withdrawal

requires further understanding of related theories and concepts about such.

Subsequent paragraphs will discuss relevant theories and concepts about social

withdrawal.

Symbolic Interactionism. Mead (1934) was an early

theorist who emphasized the significance of social interaction for

normal development. Like Piaget, Mead emphasized the

importance of the development of perspective-taking through peer

53

interaction. In his theory of symbolic interactionism, Mead

proposed that the ability to self-reflect developed gradually over the

early years, primarily as a result of play and social interaction. With

participation in organized activities with others, especially peers,

children were thought to learn to consider and coordinate the

perspectives of multiple others with respect to the self. Such

perspective-taking experiences led to the conceptualization of the

"generalized other" or the organized perspective of the social

group, which in turn, led to the emergence of an organized sense of

self. Thus, according to Mead, social interaction is critical for the

development of perspective-taking.

Personality Theory. The Personality Theory of Sullivan

(1953) has served as a guide for much of the current research

concerning children's peer relationships and social skills. Like

Piaget, Sullivan believed that the concepts of mutual respect,

equality, and reciprocity developed from peer relationships.

Sullivan, however, emphasized the significance of "special"

relationships. In the early school years, whether friends or not,

Sullivan thought children were basically insensitive to their peers.

During the juvenile years (late elementary school), however,

children were thought to be able to recognize and value each

other's personal qualities; as a consequence, peers gained power

as personality shaping agents. Sullivan's theory has proven

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influential in terms of the contemporary study of children's

friendships, (e.g., Furman, Simon, Shaffer, & Bouchey, 2002) as

well as in the understanding of loneliness as a significant

motivational force in development and adjustment. (e.g., Asher &

Paquette, 2003).

Group Socialization Theory. Harris (1995; 1998). In a

series of literature reviews, Harris challenged the view that primarily

parents mold children’s personalities; rather, in her view, the peer

group plays a more significant role in personality and social

development. Briefly, it is proposed that, once children find

themselves outside the home, they take on the norms prevalent in

the groups within which they spend their time and, for the most

part, those groups comprise other children. Drawing from social

psychological perspectives on the significance of group norms (a

motivation to “fit in”), in-group biases and out-group hostilities, and

social cognitive views of group processes, it is argued that

children’s identities develop primarily from their experiences within

the peer group. Harris (1995; 1998).

Active Isolation. The term active isolation is used to denote

the process whereby some children play alone because their play

partners do not wish to interact with them. In this case, the “cause”

of the child’s lack of social interaction is attributed to external

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factors (that is, the child is isolated by others), perhaps in response

to social immaturity and behavioral under control on the part of the

child (Rubin, Lemare & Lollis, 1990). Actively isolated children

appear to demonstrate a greater frequency of solitary-active

behavior, which includes boisterous, repetitive, sensory-motor

activities and dramatizing while playing alone despite being in the

company of peers (Coplan et al., 1994; Coplan, Wichman, &

Legace-Seguin, 2001; Rubin, 1982).

Social Withdrawal. The term social withdrawal (sometimes

referred to as passive-withdrawal) is used to denote a child

isolating him/herself from the peer group through the consistent

(across situations and over time) display of solitary behavior in the

presence of peers (Rubin, 1982; Rubin & 6 Asendorpf, 1993). In

this regard, social withdrawal is seen to arise from internal factors,

with the child opting, for some reason or another, not to interact

with peers. Rubin and Coplan (2004) describe social withdrawal as

an “umbrella term”, encompassing at least two different “reasons”

why children might choose to play alone. For example, some

children desire social interaction but may play alone because of

social fear and anxiety (shyness). In contrast, some children may

prefer to play alone (unsociability or social disinterest), although still

possess the requisite social skills to competently interact with

peers.

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Shyness. Shyness refers to wariness and anxiety in the face

of social novelty and perceived social-evaluation. Asendorpf (1990,

1993) characterized shyness as reflecting two competing social

motivations. Shy children often desire social interaction but this

social approach motivation is inhibited by fear-induced social

avoidance (Coplan et al., 2004). The motivational conflict is often

manifested behaviorally through the display of reticent behavior,

which includes watching other children without joining in and/or

remaining unoccupied (that is, staring into space) in the presence

of peers, or engaging in parallel play (Coplan et al., 1994; Coplan et

al, 2004; Rubin, Burgess, & Hastings, 2002). Using different

nomenclature, researchers have explored conceptually similar

constructs related to wariness/anxiety in the face of novelty (e.g.,

inhibition, Kagan, 1997), social novelty (e.g., fearful shyness, Buss

& Plomin, 1984), and perceived social-evaluation (e.g.,

selfconscious shyness, Asendorpf, 1989). There is growing

evidence to suggest a biological basis for early shyness and social

wariness/inhibition. Extremely shy and inhibited children are

thought to possess a low threshold for physiological arousal,

evidenced by a constellation of physiologicalcharacteristics that

differentiate them from their uninhibited counterparts (Marshall &

Stevenson- Hinde, 2001).

57

Related Studies

Bernstein and Watson (1997) and Nansel (2001) investigated a

substantial body of evidence and documented an array of detrimental long-term

negative effects of bullying on victims and perpetrators.Hence, Different

researches on bullying are discussed on the subsequent paragraphs to give

more evidence of the array of detrimental long-term negative effects of bullying

on victims and perpetrators:

Another research byRigby and Cox (1996) examined that the involvement

in school bullying has been identified to be avariable contributing to delinquent

behavior of individuals who enter the act of bullying. The results of their studies

identified that engaging in bullying also has adverse consequences for bullies. A

link between bullying behaviors at school and future criminality, poor mental

health, and diminished school performance has been identified. The mental

health problem most commonly associated with school bullying is depression.

Eron (1987) found out that bullying leads to criminality. Results shown that

peers who are involved in the act of bullying can be identified later on as

contributory to criminal acts hence, might someday occur in a more escalated

form of aggression and later on criminality.

Kumuplainen, Rasanen, & Henttenonen, (1999) investigated the

relationship of psychological disturbance to bullying, and found out that bullying

can lead to consequences of psychological disturbance on the victim.The

research of Heino et al., (1999) found out that victims of bullying can lead to

58

severe depression depending on the severity of bullying done.The most severe

consequence identified in this literature is the study conducted by Rigby &Slee

(1999) as bullying was found out to coincide with suicidal ideation.

Furthermore, a study by Olweus, (1993) found out that these

aforementioned effects have been found to continue into adulthood for both the

perpetrators of bullying and victims of those perpetrators. The research of Rigby,

Black, & Whish (1994) has also found out that male adolescent who report being

frequent victims of bullying are more likely that others to approve of husbands

abusing their wives. Furthermore, his study reported that 60% of boys identified

as bullies in the sixth through ninth grades had at least one conviction at age 24,

and 35 to 40% had three or more convictions. (Rigby, Black, & Whish, 1994)

Hoover, Oliver &Hazler (1992) determined the impact of bullying to

schools and communities. The researchers found out that schools where bullying

takes place are often characterized by (a) students feeling unsafe at school (b)

sense of not belonging and unconnectedness to the school community, (c)

distrust among students, (d) formation of formal and informal gangs as a means

to either instigate bullying or protect the group from bullying, (e) legal action

being taken against the school by students and parents (f) low reputation of the

school in the community, (f) low staff morale and higher occupational stress, (g)

and a poor educational climate. The study found out that approximately 14% of

students believed that being exposed to bullying has severe impact on their lives.

59

Factors that promote aggressive and victimizing behaviors within school

have been the focus of only a few studies. These studies found out that contrast

to commonly held beliefs, bullying is not a result of large or small class sizes or

academic competition, and although a student has personal characteristics that

deviate markedly from the norm may contribute to making that person a target of

bullying, their contribution is not significant (Sanders & Phye, 2004) .

Olewus (1997) found out that the only physical characteristic that has

been associated with victimization is physical strength.The study has found no

support for other physical factors such as weight, wearing glasses, type of

clothing, or the way the victim speaks as reliably predicting victimization.

Ultimately, any explanation of how bullying behaviors come to be maintained

must be able to reconcile students’ individual attributes and the fact that bullying

occurs within a complex social setting.

Furthermore, Rigby (1996) examined that demographic

characteristicssuch as age and gender have been consistently associated with

victimizing others. It was found out that boys tend to bully more than girls, and

there seems to be a decline in victimization with an increase of age.

Besag (1989) explored the reason behind why students engage in bullying

and centered on psychological or cognitive explanations about cognitive deficit

theories. The general consensus has been that bullies are deficient in social

information processing or may be intellectually disadvantaged.

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Crick and Dodge (1994) proposed a social cognition model that explains

responses to social situations as being mediated by a filtering process. This

“cognitive filter” is biased in aggressive individuals, interpreting neutral or

ambiguous cues as hostile and therefore making them more likely to engage in

aggressive behaviors.

Bosworth, Espelage, and Simon (1999) found in their study, in a sample

of adolescent high school students that misconduct, anger, and beliefs

supportive of violence were significantly related to bullying behaviors.

To further this, a study conducted by Pellegrini, Baritini, & Brooks (1999),

which involved a studying a sample of primary school students, found that

proactive aggression (aggression that is used instrumentally to achieve some

end) and reactive aggression (aggression used as a response to provocation or

used after losing control) were both related in engagement in bullying.

Sutton et.al.(1999), however, have questioned the assumption that all

bullies are cognitively deficient decoders of peer interactions. They have argued

that although bullying is an aggressive act, this does not imply that bullies and

aggressive or conduct-disordered individuals are a homogeneous group. Sutton

and colleagues pointed out that bullying is in fact always an interaction that

occurs within a complex social environment. Bullies are part of highly structured

social groups that require of them the ability to negotiate and attribute mental

states to themselves and others to explain or predict their behavior, otherwise

referred to as theory of mind.

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Since related literatures mainly focus on the phenomenon of bullying;

people over look to address the needs of the victims of bullying, as a result, less

attention are given to them. Hence, presented in the subsequent paragraphs are

the following researches focusing on understanding socially withdrawn

individuals and as well as its different related research implications as far as

social withdrawal is concerned:

The research of Rubin & Asendorpf 1993, found out that children’s

withdrawn behavior has been associated with shyness, bullying, social

rejection, behavioral inhibition, passivity and social neglect

Coplan et.al. 2004. Suggests that some believe that social

withdrawal in childhood, depending upon the age at which it is observed,

reflects the lack of a social approach motive and a preference for object

manipulation and construction over interpersonal exchange.

Vasa and Pine 2006, suggests that there are those who are certain

that social withdrawal is linked to psychological maladaptation as it

signifies a behavioral expression of internalized thoughts and feelings of

social anxiety or depression.

Rubin and colleagues (1990) found out that Social withdrawal is

associated with a socio-emotional maladaptation throughout childhood

and adolescence. However, not all behaviorally inhibited infants and

toddlers become 14 shy, withdrawn, and anxious children. And, not all

socially-withdrawn children experience the same degree of, or any

significant difficulties. proposed a theoretical model outlining

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developmental pathways in the etiology of social withdrawal and

internalizing problems. This theoretical framework considers the joint

influences of child characteristics, parental socialization practices, the

quality of relationships outside the family, and macro-systemic forces.

Transactional processes are postulated, describing the reciprocal and

evolving relations over time between child temperamental predispositions

and environmental contexts.

Masten, Morison, & Pellegrini, (1985). Suggests an example,

known as the Revised Class Play. It has been the most frequently used

peer nomination measure of social withdrawal (particularly in middle-

childhood). Children are asked to nominate classmates for a “class play”

that are most like various descriptions of child behaviors and

characteristics. However, the “sensitive-isolated” subscale used to assess

social withdrawal actually contains items conceptually related to active

isolation (i.e., “can’t get others to listen”), shyness (i.e., “very shy”); and

social disinterest (“i.e., prefers to play alone”).

Burgess, Rubin, Wojslawowicz, Rose-Krasnor, & Booth, (2003)

suggested and developed an extended version of the Revised Class Play.

In so doing they have added items designed to more fully capture the

multiple meanings of social withdrawal and isolation. For example, this

new measure contains independent factors representing shyness/social

wariness and social exclusion/victimization.

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Although most literatures suggest bullying intervention and prevention,

few literatures focus on the idea to address the needs of the victims. Hence, the

consequent paragraphs shall discuss on related literatures on strategies to

suffice the role of a teacherin overcoming the social effects of bullying: Still, there

are quite a few other things that school staff can do to help students to overcome

victimization.

Bullock (2002) suggested that: When teachers observe an incident

of bullying, they can intervene by asking the bully to consider the

consequences of his or her actions and think about how others feel. By

talking calmly, yet firmly, to the bully, the teacher can make it clear that

such behavior is unacceptable. Teachers can show the bully alternate

ways to talk, interact, and negotiate at the same time; they can encourage

victims to assert themselves.

Currently, teachers are mainly working with bullies, but such

actions are important for victims to witness. Victims should realize that

immediate measures are being taken to stop bullying in schools, which

indicates to victims that teachers are behind them and are always ready to

help them.

Citing research evidence (Ladd, Kochenderfer,& Coleman, 1996),

and Bullock(2002) argued that teachers need to help victims “form ties

with peers who can offer protection, support, security, and safety, thus

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helping to reduce children’s exposure to bullying”. Indeed peer mediation

is becoming a popular recommendation to reduce bullying in school (or

help students overcome victimization) (Cunningham et.al. 1998)

Once victimized, students will often need to be enrolled in a

treatment program, and school counselors are in a particularly important

position to help these victims (Clarke &Kiselica, 1997; Roberts &Coursol,

1996). Passive victims often benefit from programs that work on building

assertiveness and a stronger visual profile (Batscge&Knoff, 1994).

Provocative victims often benefit from treatments that focus on interpreting

hostile bias and assertive but less aggressive solutions to threat (Dodge,

Coie, Pettit, & Price, 1990).

Crick and Grotpeter(1995) suggested that school counselors work

closely with victims to improve their social-psychological adjustments.

Changes in social affiliations are also important to minimize victimization.

(Pellergrini&Bartini, 2000). All these efforts in prevention and intervention

work better when parents get involved (Peterson &Skiba, 2001).

Masten, Morison, & Pellegrini, (1985). Suggests an example,

known as the Revised Class Play. It has been the most frequently used

peer nomination measure of social withdrawal (particularly in middle-

childhood). Children are asked to nominate classmates for a “class play”

that are most like various descriptions of child behaviors and

characteristics. However, the “sensitive-isolated” subscale used to assess

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social withdrawal actually contains items conceptually related to active

isolation (i.e., “can’t get others to listen”), shyness (i.e., “very shy”); and

social disinterest (“i.e., prefers to play alone”).

Burgess, Rubin, Wojslawowicz, Rose-Krasnor, & Booth, (2003)

suggested and developed an extended version of the Revised Class Play.

In so doing they have added items designed to more fully capture the

multiple meanings of social withdrawal and isolation. For example, this

new measure contains independent factors representing shyness/social

wariness and social exclusion/victimization.

Abundant literature exists on direct preventions and interventions

for bullying in school, but lack of literature exists on indirect preventions

and interventions. Ma (2001) has shown that improving social climate

helps reduce bullying in school. This call for improvement in school

climate as a measure to reduce bullying in school is certainly not alone

(Sanders & Phye, 2004).

Peterson and Skiba (2001) also argued that violence and

misbehavior in school can be prevented directly or indirectly through

improving social climate by encouraging parent and community

involvement, character education, violence prevention, conflict resolution

curricula, and peer mediation. These are effective programs that can help

improve school social climate, which in turn discourages bullying in

school(Sanders & Phye, 2004).

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Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the gathered data to address the

problems raised in this study.

In particular, the following topics are discussed in the interview: the experience of

the teacher in managing a classroom with problems when it comes to bullying

intervention and protecting the rights of the bully and victim, and as well as the efficacy

of strategies utilized to help a socially withdrawn child; after which are intervention

programs that can be proposed and as well as to what extent a teacher can suffice his

or her role inside and outside of the school campus.

After which is the coding of data gathered(response of the interviewee) to get

clustered themes to generate the theoretical framework of the study that shall be utilized

to give depth on the study, related literature are reiterated and discussed also after the

theoretical framework to give further anchor to the output of the study.

Presented in the subsequent paragraphs are the transcript of open-ended

questions and responses that shall be used for coding that shall give answers to the

problems raised in the study. After which are the aforementioned subsequent coding

and theoretical framework and chosen related literatures.

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Transcript

Question 1:

(Classroom Management- mechanisms to deal with the bullied and bully)

Ma’am, please tell us a story, sharing your experience as a classroom teacher

when it comes to managing the classroom environment and or school climate as far as

bullying is concerned.

Response:

In pure boys high school, it being “boys high”, there’s a notion that boys will be

boys, bullying in such case is not a serious problem of the school. Boys teasing boys,

and them retaliating verbally is their source of fun and entertainment. The difference lies

on who’s the bully and who’s getting bullied. In boy’s high school, where guys bully and

make fun with each other and at the end of the day “tropa pa rin sila” and they still get

along. In here, the intervention of the teacher is not seriously needed, as they

themselves (students) see it only as “lokohang kaibigan”. And at the end of the day,

“ang pikon talo”, “ang magsumbong at ‘di nakayanan ang lokohang environment ay

mahina at bakla”. So basically at the end of the day, they compromise and they no

longer make a big deal out of it. Now, teasing is but ordinary in an exclusive pure boys

environment as they see it as “just for fun”

Now, that thing that guys or boys do becomes a problem when (and there’s a

real or a big deal and a distinction of it) they bully effeminate students or to be specific:

homosexuals or gays/. “They” are treated just like “tropa” and “normal peer guys” and

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more frequently than not teased as “bakla bakla bakla”, “bading bading bading!”. Of

course, them having womanish traits, they tend to be more emotional and sensitive. The

distinction sets in. Often than not, they are the center of bullying and teasing in a pure

boys campus. Hence, in this case a bit of social isolation or in this sense, a social

withdrawal for the “gay” student would manifest. The “gay” “ay nasa gilid na lang ng

class and no longer mingle with other boys”. As they see themselves as not fit in such

“pure boys” society. Hence they feel there are no more “friends” that care to comfort

them. Some quote and quote “homosexuals” are also tend to show high academic

performance, and basically after bullying, and feeling of isolation, some tend to act not

in usual in their academic performance as they lack already confidence and self esteem

to perform.

Question 2:

(Follow up question for Question 1; Classroom management, intervention

program used )

What do you do as a teacher of such happens?

Response:

Oo, yes, it would surface at the end of the day, reconciliation will happen, as a

classroom teacher, I/ We would talk to the bully and the bullied in an equal manner,

however more attention is given to the victim of bullying. In SLU, we no longer wait for a

severe social isolation to manifest and or social withdrawal to happen. If the student

manifests isolation, or there are reported cases of bullying, we act on them agad-agad.

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Hence, intervention is the key, prevention of bullying and isolation ang mayroon.

Matters are settled, they talk together in front of an “authority”. Ganyan yung sa boys

high, we would not really or pabababayaan yung bata na maging socially-wtithdrawn

sya or yung isang bata na mambully ng todo-todo.

Question 3

(Follow up question to Question 2: Efficacy of the Strategies of Intervention and

Classroom Management)

Ma’am if that’s the case, how can you assure that your mechanisms of bullying

intervention are effective? How are they done? Papaano po? The Reconciliation of the

bully to the bullied how is it?

Response

Now, how can you reconcile the bully and the bullied sa classroom pag ganun na

ang sitwasyon? Well first and foremost ang gagawin ng teacher is to talk to the one

who’s bullying. Why? Although much attention is given to the bullied, equally the same

attention also would be given to the one who’s bullying; Kasi nga if we can stop the one

who’s bullying it’s better. And more often than not, verbal bullying happens casually,

students are unmindful of their acts na nakakahurt na pala sila. So it becomes a causual

conversation among themselves until it becomes already an excessive form of teasing,

kasi in the cases in YLA, most of verbal bullying cases are forms of excessive teasing

and these kids are not even aware that bullying nap ala yun, kas ‘di ba kungware: “ang

taba taba ni Eros.” Yung ganun. Oh diba pag tumawa sya okay lang. Sabi pa ng iba pag

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nakangiti ka ayos lang because you said it while smiling. Parang wala lang effect but

time will come that saturated na yung sinasabihan kaya nagiging bullied na sya and of

course to settle matters of victimization of bullying we talk to them and compromise. We

talk to the bully and the bullied and also they talk with each other in front of an authority.

So it means yung classroom teacher, YLA (Year Level Adviser_ or anyone who’s in

proper authority. So after settling the matter between them, they have to decide if they

opt to choose to stop of if they opt to continue if it may, then they regret later because

there’s a corresponding penalty and violation in the Student Handbook. In the handbook

(the present handbook that we have now, Coed na sya) So there are already specific

provisions for bullying, for verbal, physical, cyber- at marami pa. Napag uusapan ang

bullying. Gaano man kapilya o kapilyo ang mga kids, napag-uusapan, because we

share something in common.. Yung mentality na: “Louisian kami eh, Masosolusyunan

namin yan”. So yun, bibihara na sa present status or cases ng boys high yung natutuloy

sa labas ang bullying. Bibihira na yung magmemeet sa brookside ngayon at

nagboboxing. Now in Coed, petty na lang ang mga offence. When the students became

aware of the rule especially the provision on the student handbook about bullying: Aba!

Iba, andami naman na. Pagkuha pa lang ng ballpen mo, o kaya pabiro mo sinabi na: ay

ang payat payat nya; talagang sinusumbong na nila ngayon: Ma’am I am being bullied,

Sir I am being bullied talaga.

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Question 4

(Follow up for Question 3)

So Ma’am, It’s more on the prevention or intervention to the acts of

bullying rather than focusing on the damage done? So it’s like it’s better to prevent than

to cure the damage done?

Response:

Yes, exactly, kaya in the orientation or start of the school year para maiwasan we

usually do orientation and reorientation and actually emphasize on bullying. Kasi it’s a

common practice among kids these age sa high school na they are unmindful of their

acts during their most unguarded moments, nakakabully na pala sila, nakakasakit na

pala sila ng loob ng ibang tao, and if we make them aware of it, napreprevent or

nababawasan. But then again, there are still students na despite or inspite of the

existence of rules or provisions they still bully cause gaya nga ng sinabi mo sakin dati:

Mas mabuti yung ikaw ang uuwi na Masaya kaysa sa uuwi na nabully at malungkot.

Kasi bullying is already the source of entertainment of some. Kaya mayroon parang

ganun pa rin. Pero ngayon, very minimal na lang talaga because of the presence of new

provisions and specific rules. At ito pa, not just class room teachers ang always capable

dito, minsan we refer the bully and bullied to go to the guidance, at mind you students

do not want to go to the guidance, and as a result they settle matters sa kanila and all,

but the focus is really talaga on the intervention

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Question 5

(Meeting the needs of Socially Withdrawn Students due to verbal bullying)

But however Ma’am, how about the student who bullied and is socially isolated

and socially withdrawn, how do you deal with them? How do you meet their conditions?

Response:

Yun tanong ko sayo yan, di a as Lousians, we have the mentality: “Louisian Ako”.

We have that common spirit, so yun in SLU, we do not have really cases na ganun. We

settle the bullying that it would no longer result to severe social isolation, if in the first

place you’ve already made the students aware of the implications. In SLU we do not

have students na ayaw ng pumasok dahil sa bullying, because prior to that we have

intervention programs sa simula pa lang aware na ang students. Hence, their

relationship is much more stronger. The extreme degree of isolation can be prevented

through effective intervention and SLU it being SLU has the common condition in the

minds of the students : kaya ko to and I am a Louisian at confident ako , kahit minsan

nabully ako.

Question 6

(Family Cooperation)

So Ma’am when does family involvement occur?

Response:

When verbal bullying involves already physical bullying, and or the verbal

bullying is already extreme, parents are called. So parents on the other hand say: “away

bata lang yan”, napagdaanan din naming yan, lilipas din yan” “Yung tipong ganun”.

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That’s why they are very open naman to situations like those. Social Withdrawal and

Isolation or sever social withdrawal can be prevented through the help of the teacher if

the teacher already observed something wrong in the behavior of the student, thus

referring them to the guidance. The teacher’s role in the classroom is really intervention

and discipline, but if the act is really severe, it’s already elevated and referred to the

Year Level Adviser and the board of discipline and there the matter is already settled,

then it’s already for them to decide if they need to call the guidance for counseling.

Question 7

(Determinants of Variables: Bully and Bullied; for theory Building)

Why do an individual stop from bullying or why or how an individual begin to

regain self-esteem and confidence again?

Response: It’ s a matter of choice Mr. Ancheta, of course, the rules and teachers are

there to guide an individual to conform. Anything that they do, it’s a matter of choice

although guidance yung mga rules at mga teachers, it’s still the choice of an individual

to stop the act of bullying and also the choice of the bullied to regain self-esteem and

confidence again, guide lang ang rules at mga teachers.

74

Presented below is the actual coding of the aforementioned transcript:

Coding

LEVEL 1(OPEN)

LEVEL II(CONCEPTUAL)

LEVELIII ANALYTICAL/ AXIAL)

“In pure boys high school, it being “boys high”, there’s a notion that boys will be boys, bullying in such case is not a serious problem of the school. Boys teasing boys, and them retaliating verbally is their source of fun and entertainment.”(Conformity)

“at the end of the day “tropa pa rin sila” and they still get along. In here, the intervention of the teacher is not seriously needed, as they themselves (students) see it only as “lokohang kaibigan”.”(Conformity to peer evaluated standards)

“So basically at the end of the day, they compromise and they no longer make a big deal out of it. Now, teasing is but ordinary in an exclusive pure boys environment as they see it as “just for fun”.”(Conformity not to make a big deal out of it)

Kasi it’s a common practice among kids these age sa high school na they are unmindful of their acts during their most unguarded moments, nakakabully na pala sila, nakakasakit na pala sila ng loob ng ibang tao(Commonality of Practiced-Conformity)

Normative Behavior of peers

Justification of an Institutionalized Behavior of Bullying

75

“They” are treated just like “tropa” and “normal peer guys” and more frequently than not teased as “bakla bakla bakla”, “bading bading bading!”. Of course, them having womanish traits, they tend to be more emotional and sensitive. The distinction sets in. Often than not, they are the center of bullying and teasing in a pure boys campus.(Group/ Peer harassment)

“Kasi bullying is already the source of entertainment of some.”(Conformity to peers)

“And at the end of the day, “ang pikon talo”, “ang magsumbong at ‘di nakayanan ang lokohang environment ay mahina at bakla”.”(Conformity to peer evaluated standards)

“And more often than not, verbal bullying happens casually, students are unmindful of their acts na nakakahurt na pala sila. So it becomes a causual conversation among themselves until it becomes already an excessive form of teasing”(Unconscious peer harassment)

So parents on the other hand say: “away bata lang yan”, napagdaanan din naming yan, lilipas din yan” “Yung tipong ganun”.(Conformity to the standards of the pedagogy of society)

Normative Behavior of peers

Justification of an Institutionalized Behavior of Bullying

76

LEVEL 1(OPEN)

LEVEL II(CONCEPTUAL)

LEVELIII ANALYTICAL/ AXIAL)

. The distinction sets in. Often than not, they are the center of bullying and teasing in a pure boys campus. Hence, in this case a bit of social isolation or in this sense, a social withdrawal for the “gay” student would manifest.(Fear, Insecurity)

The “gay” “ay nasa gilid na lang ng class and no longer mingle with other boys”. As they see themselves as not fit in such “pure boys” society. Hence they feel there are no more “friends” that care to comfort them.(Uncomfortable)

Some quote and quote “homosexuals” are also tend to show high academic performance, and basically after bullying, and feeling of isolation, some tend to act not in usual in their academic performance as they lack already confidence and self esteem to perform.(Unsure, Shy)

Wronged Personal Sentiments or Feeling

Social Withdrawal/ Social Isolation

LEVEL 1(OPEN)

LEVEL II(CONCEPTUAL)

LEVELIII ANALYTICAL/ AXIAL)

I/ We would talk to the bully and the bullied in an equal manner, however more attention is given to the victim of bullying. (Giving of attention)

In SLU, we no longer wait for a severe social isolation to manifest and or social withdrawal to happen. (Actual action)

If the student manifests isolation, or there are reported cases of bullying, we act on them agad-agad.(Report cases

Behavior Modification-Classroom Management Function

Role of a Teacher

77

of irregular behaviors)

Hence, intervention is the key, prevention of bullying and isolation ang mayroon. (Bullying Intervention)

Matters are settled, they talk together in front of an “authority”. (Settling of Matters)

Ganyan yung sa boys high, we would not really or pabababayaan yung bata na maging socially-wtithdrawn sya or yung isang bata na mambully ng todo-todo.(Giving of Attention)

The teacher’s role in the classroom is really intervention and discipline, but if the act is really severe, it’s already elevated and referred to the Year Level Adviser and the board of discipline and there the matter is already settled, then it’s already for them to decide if they need to call the guidance for counseling.(Intervention and Counseling)

the rules and teachers are there to guide an individual to conform.(Making of Rules)

We settle the bullying that it would no longer result to severe social isolation, if in the first place you’ve already made the students aware of the implications. In SLU we do not have students na ayaw ng pumasok dahil sa bullying, because prior to that we have intervention programs sa simula pa lang aware na ang students.(Intervention and Counseling)

Yes, exactly, kaya in the orientation or start of the school year para maiwasan we usually do orientation and reorientation and actually emphasize on bullying. (Orientation and Awareness)

Behavior Modification-Classroom Management Function

Role of a Teacher

78

Pero ngayon, very minimal na lang talaga because of the presence of new provisions and specific rules.(Presence of Effective Rules)

At ito pa, not just class room teachers ang always capable dito, minsan we refer the bully and bullied to go to the guidance, at mind you students do not want to go to the guidance, and as a result they settle matters sa kanila and all, but the focus is really talaga on the intervention(Intervention, and referral to guidance counseling)s

Behavior Modification-Classroom Management Function

Role of a Teacher

LEVEL 1(OPEN)

LEVEL II(CONCEPTUAL)

LEVELIII ANALYTICAL/ AXIAL)

. But then again, there are still students na despite or inspite of the existence of rules or provisions they still bully (Perception)

cause gaya nga ng sinabi mo sakin dati: Mas mabuti yung ikaw ang uuwi na Masaya kaysa sa uuwi na nabully at malungkot.(Personal gain)

Kasi bullying is already the source of entertainment of some.(Personal Happiness)

Anything that they do, it’s a matter of choice although guidance yung mga rules at mga teachers, it’s still the choice of an individual to stop the act of bullying and also the choice of the bullied to regain self-esteem and confidence again, guide lang ang rules at mga teachers.(Personal Motivation)

Personal Sentiments

Rational Choice

79

Theoretical Framework of the Study.

Basing from the clustered themes: the analytical-axial coding of the following are

generated: Rational Choice, the Role of the Teacher, Social Withdrawal and the

justification of an institutionalized behavior of bullying.

Figure 1

Figure 1 shows the actual implication of the data and coding procedures: that the mere

role of the teacher is shaping the behavior of individuals that shall now in turn shape

their rational choice and institutionalized behavior in overcoming social withdrawal and

of preventing or stopping the act of bullying.

Figure 1 shows the relationships of various variables in affecting the rational choice of

an individual to be socially isolated or socially withdrawn or to prevent the act of bullying

on the other hand.

80

Rational Choice

Role of the Teacher

Social Withdrawal

Institutionalized behavior of bullying

Bullying Prevention/ Act of Bullying

Furthermore, the rational choice of an individual is basically guided by the role of the

teacher sufficing different classroom management functions such as rules, intervention,

guidance, counseling, giving of rewards and punishments (penalties)- these functions

though under classroom management are behavior modifications, these would create

the institutionalized behavior of students not to commit the act of bullying, ergo the

functions would entail proper discipline and thus shall lessen the effects of bullying such

as social withdrawal and social isolation.

Related Theories. As very much close to the aforementioned theory, the

normative institutionalist perspective and the choice theory which would suggest clash

of normative behaviors and rational choices of individuals in coming up with decisions

and certain behaviors.

The study as aforementioned in Chapter 1, is hinged in the Normative

Institutionalist Perspective ( Marsh and Olsen 1984). which suggests the interplay of

structures and agencies capable of affecting man’s behavior. The theory suggests that

there are agents and structures which include power play as well and are capable of

affecting a child’s preference and behavior to do acts of bullying, and on the other hand

there are agents and structures capable of altering the victim’s behavior to be normal.

Thus, on the same instance affecting also the act of bullying to be altered or prevented.

For example: we have the teacher adopting several strategies to suffice the role an

agent of change affecting the whole of the structure and the agents present in the

structure as well. For this case, the teacher, and students are the agents; and the

school is the structure.

81

Furthermore, the Choice theory can be very much related to the theoretical

framework of the study - which Contends that we are internally motivated, not externally

motivated by rewards and punishment. Originally called “control theory,” Glasser

switched to “choice theory” in 1996 to emphasize that virtually all behavior is chosen. It

represents an alternative to behaviorism and other external control psychologies (Sullo,

2007). Choice theory suggests that behavior of people or children and what forces

people to behave in a certain way is based on their rational choice. Hence, bullying in

this sense can be a matter of rational choice and or by own preference and decision,

while bullying intervention is as well can be followed by the rational choice of the

individual and not through mere external factors.

Ergo, the classroom management functions as sufficed by the role of the teacher,

is the institution capable of molding, and guiding the behavior of socially withdrawn

students to regain self confidence, and at the same time it is capable of preventing

misbehaviors such as verbal bullying. Rational Choice on the other hand can be

affected by different variables as seen in the theoretical framework of this study. Hence,

it is important to know the essence of the role of the teacher in shaping and guiding a

child’s proper behavior.

82

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APPENDICES

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Transcript

Question 1:

(Classroom Management- mechanisms to deal with the bullied and bully)

Ma’am, please tell us a story, sharing your experience as a classroom teacher

when it comes to managing the classroom environment and or school climate as far as

bullying is concerned.

Response:

In pure boys high school, it being “boys high”, there’s a notion that boys will be

boys, bullying in such case is not a serious problem of the school. Boys teasing boys,

and them retaliating verbally is their source of fun and entertainment. The difference lies

on who’s the bully and who’s getting bullied. In boy’s high school, where guys bully and

make fun with each other and at the end of the day “tropa pa rin sila” and they still get

along. In here, the intervention of the teacher is not seriously needed, as they

themselves (students) see it only as “lokohang kaibigan”. And at the end of the day,

“ang pikon talo”, “ang magsumong at ‘di nakayanan ang lokohang environment ay

mahina at bakla”. So basically at the end of the day, they compromise and they no

longer make a big deal out of it. Now, teasing is but ordinary in an exclusive pure boys

environment as they see it as “just for fun”

Now, that thing that guys or boys do becomes a problem when (and there’s a

real or a big deal and a distinction of it) they bully effeminate students or to be specific:

homosexuals or gays/. “They” are treated just like “tropa” and “normal peer guys” and

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more frequently than not teased as “bakla bakla bakla”, “bading bading bading!”. Of

course, them having womanish traits, they tend to be more emotional and sensitive. The

distinction sets in. Often than not, they are the center of bullying and teasing in a pure

boys campus. Hence, in this case a bit of social isolation or in this sense, a social

withdrawal for the “gay” student would manifest. The “gay” “ay nasa gilid na lang ng

class and no longer mingle with other boys”. As they see themselves as not fit in such

“pure boys” society. Hence they feel there are no more “friends” that care to comfort

them. Some quote and quote “homosexuals” are also tend to show high academic

performance, and basically after bullying, and feeling of isolation, some tend to act not

in usual in their academic performance as they lack already confidence and self esteem

to perform.

Question 2:

(Follow up question for Question 1; Classroom management, intervention

program used )

What do you do as a teacher of such happens?

Response:

Oo, yes, it would surface at the end of the day, reconciliation will happen, as a

classroom teacher, I/ We would talk to the bully and the bullied in an equal manner,

however more attention is given to the victim of bullying. In SLU, we no longer wait for a

sever social isolation to manifest and or social withdrawal to happen. If the student

manifests isolation, or there are reported cases of bullying, we act on them agad-agad.

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Hence, intervention is the key, prevention of bullying and isolation ang mayroon.

Matters are settled, talked together in front of an “authority”. Ganyan yung sa boys high,

we would not really or pabababayaan yung bata na maging socially-wtithdrawn sya or

yung isang bata na mambully ng todo-todo.

Question 3

(Follow up question to Question 2: Efficacy of the Strategies of Intervention and

Classroom Management)

Ma’am if that’s the case, how can you assure that your mechanisms of bullying

intervention are effective? How are they done? Papaano po? The Reconciliation of the

bully to the bullied, how is it?

Response

Now, how can you reconlice the bully and the bullied sa classroom pag ganun na

ang sitwasyon? Well first and foremost ang gagawin ng teacher is to talk to the one

who’s bullying. Why? Although much attention are given to the bullied, equally the same

attention also would be given to the one who’s bullying; Kasi nga if we can stop the one

who’s bullying it’s better. And more often than not, verbal bullying happens casually,

students are unmindful of their acts na nakakahurt na pala sila. So it becomes a causela

conversation among themselves until it becomes already an excessive form of teasing,

kasi in the cases in YLA, most of verbal bullying cases are forms of excessive teasing

and these kids are not even aware that bullying nap ala yun, kas ‘di ba kungware: “ang

taba taba ni Eros.” Yung ganun. Oh diba pag tumawa sya okay lang. Sabi pa ng iba pag

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nakangiti ka ayos lang because you said it while smiling. Parang wala lang effect but

time will come that saturated na yung sinasabihan kaya nagiging bullied na sya and of

course to settle matters of victimization of bullying we talk to them and compromise. We

talk to the bully and the bullied and also they talk with each other in front of an authority.

So it means yung classroom teacher, YLA (Year Level Adviser_ or anyone who’s in

proper authority. So after settling the matter between them, they have to decide if they

opt to choose to stop of if they opt to continue if it may, then they regret later because

there’s a corresponding penalty and violation in the Student Handbook. In the handbook

(the present handbook that we have now, Co ed na sya) So there are already specific

provisions for bullying, for verbal, physical, cyber- at marami pa. Napag uusapan ang

bullying. Gaano man kapilya o kapilyo ang mga kids, napag-uusapan, because we

share something in common.. Yung mentality na: “Louisian kami eh, Masosolusyunan

namin yan”. So yun, bibihara na sa present status or cases ng boys high yung natutuloy

sa labas ang bullying. Bibihira na yung magmemeet sa brookside ngayon at

nagboboxing. Now in Coed, petty na lang ang mga offence. When the students became

aware of the rule especially the provision on the student handbook about bullying: Aba!

Iba, andami naman na. Pagkuha pa lang ng ballpen mo, o kaya pabiro mo sinabi na: ay

ang payat payat nya; talagang sinusumbong na nila ngayon: Ma’am I am being bullied,

Sir I am being bullied talaga.

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Question 4

(Follow up for Question 3)

So Ma’am, It’s more on the prevention or intervention to the acts of

bullying rather than focusing on the damage done? So it’s like it’s better to prevent than

to cure the damage done?

Response:

Yes, exactly, kaya in the orientation or start of the school year para maiwasan we

usually do orientation and reorientation and actually emphasize on bullying. Kasi it’s a

common practice among kids these age sa high school nay un they are unmindful of

their acts during their most unguarded moments, nakakabully nap ala sila, nakakasakit

nap ala sila ng loob ng ibang tao, and if we make them aware of it, napreprevent or

nababawasan. But then again, there are still students na despite or inspite of the

existence of rules or provisions they still bully cause gaya nga ng sina mo sakin dati:

Mas mabuti yung ikaw ang uuwi na Masaya kaysa sa uuwi na nabully at malungkot.

Kasi bullying is already the source of entertainment of some. Kaya mayroon parang

ganun pa rin Pero ngayon, very minimal na lang talaga because of the presence of new

provisions and specific rules. At ito pa, not just class room teachers ang always capable

ditto, minsan we refer the bully and bullied to go to the guidance, at mind you students

do not want to go to the guidance, and as a result they settle matters sa kanila and all,

but the focus is really talaga on the intervention

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Question 5

(Meeting the needs of Socially Withdrawn Students due to verbal bullying)

But however Ma’am, how about the student who bullied and is socially isolated

and socially withdrawn, how do you deal with them? How do you meet their conditions?

Response:

Yun tanong ko sayo yan, dib a as Lousians, we have the mentalit: the “Louisian

Ako”. We have that common spirit, so yun in SLU, we do not have really cases na

ganun. We settle the bullying that it would no longer result to severe social isolation, if in

the first place you’ve already made the students aware of the implications. In SLU we

do not have students na ayaw ng pumasok dahil sa bullying, because prior to that we

have intervention programs sa simula pa lang aware na ang students. Hence, their

relationship is much more stronger. The extreme degree of isolation can be prevented

through effective intervention and SLU it being SLU has the common condition in the

minds of the students : kaya ko to and I am a Louisian at confident ako , kahit minsan

nabully ako.

Question 6

(Family Cooperation)

So Ma’am when does family involvement occur?

Response:

When verbal bullying involves already physical bullying, and or the verbal

bullying is already extreme, parents are called. So parents on the other hand say: “away

bata lang yan”, napagdaanan din naming yan, lilipas din yan” “Yung tipong ganun”.

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That’s why they are very open naman to situations like tose. Social Withdrawal and

Isolation or sever social withdrawal can be prevented through the help of the teacher if

the teacher already observed something wrong in the behavior of the student, thus

referring them to the guidance. The teacher’s role in the classroom is really intervention

and discipline, but if the act is really severe, it’s already elevated and referred to the

Year Level Adviser and the board of discipline and there the matter is already settled,

then it’s already for them to decide if they need to call the guidance for counseling.

Question 7

(Determinants of Variables: Bully and Bullied; For theory Building)

Why do an individual stop from bullying or why or how an individual begin to

regain self-esteem and confidence again?

Response: It’ s a matter of choice Mr. Ancheta, of course, the rules and teachers are

there to guide an individual to conform. Anything that they do, it’s a matter of choice

although guidance yung mga rules at mga teachers, it’s still the choice of an individual

to stop the act of bullying and also the choice of the bullied to regain self-esteem and

confidence again, guide lang ang rules at mga teachers.

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