Chapter 2

Review of Related Literature

It is that negative behavior that leads to numerous negative patterns that may be verbal or

physical thereby affecting the health of not only the Students but also the Teachers. It is a

fast-growing issue in almost all the Schools worldwide. This unfair behavior at the Students

has led many victims to commit suicide. This global issue needs to be addressed in a very

systematic manner.

According to the Michigan Association of School Administrators, the effects of bullying

extend far beyond the academic scope. Students who are repeatedly bullied may experience

physical symptoms like stomach pains, headaches, and trouble sleeping. These side effects

may pair with anxiety about going to school or participating in class which only leads to

further loss of interest and reduced academic performance. Students who are bullied often

exhibit low self-confidence, frequently experiencing depression, suicidal thoughts, and

even violent outbreak.

Amna khan, (2012). A news reporter from Washington reported suicide case of an 18-year

boy on account of bullying. Suicide committed by a girl student of 17 years in Haripur as

she was being bullied by a boy (Cora Van Olson, 2013).

LEGAZPI CITY, Philippines – A Grade 9 student in Catanduanes who was badly beaten up

for failing to give money to school bullies suffered head injuries which may need a costly

medical operation to heal. (Rhaydz B. Barcia, August 22, 2019)

"Thus, our son chose his true sense of dignity – choosing instead to be subjected to physical

assault rather than surrender his self-respect. And that is what we are fighting for. Our
dignity," said the parents in a statement (reported by GMA News Online) on Monday,

December 24.)

Adebayo and Juliet (2014) teachers get bullying in educational institutions which have

detrimental effects on the students resulting in low morale among not only the teachers, but

also the students. It adversely affects the high turnover of trained staff and poor quality of

students’ results. The higher the educational qualifications of teachers the higher is

harassment and bullying thus resulting in poor performance. The teachers are often subject

ed to belittling remarks either about their work or about their personal life.

Achilleos (2011) states that it is very difficult to realize bullying. Bullying takes the form of

abuse and intimidation and it is a repeated act. The aftereffects of bullying are devastating.

It leads to low self-esteem and creates hostile environment at school. Bullying is a deliberate

action and is not accidental. It is in fact intimidation with clear intent. The victim of bullying

is always in fear and threat resulting in stress. This situation leads to isolation as target is

dealt as an object.

They want other people to obey them. They adopt aggression and violence. They torture

other by threatening, insulting for scaring others. They want others to feel bad like him

(Johnston 2008; Kerrigan)

Bullying is the name of action of an individual or a group of individuals who frighten by

threatening, physically, psychologically, socially, verbally, or emotionally, another individual.

It is also the name of hitting, name calling which make a person angry, hurt or upset (Lines,

2008). Bullying is a mean and hurtful way of treating others. The bullies are not bad but their

behavior is abominable (Beane, 2009).

From the point of view of students at risk for becoming the targets of bullying, recent research

has shown that the association between individual risk factors (such as social anxiety and peer
rejection) and victimization varies across classrooms, suggesting that individual

vulnerabilities are more likely to lead to victimization when the classroom context allows

that to happen. The likelihood that vulnerable children become the targets of bullying is

exacerbated in classrooms characterized by high levels of reinforcement of the bully and low

levels of defense of the victim (Kärnä, Voeten, Poskiparta, & Salmivalli, 2010) by the peer

bystanders.

2.2. Related Studies

Bullying brings negative health consequences for both bullies and victims, and it can

have a negative impact on the bystanders as well (Wolke & Lereya, 2015). Several

longitudinal studies from different countries, along with systematic reviews and meta-

analyses, have demonstrated the relationship between school bullying or the experience of

being victimized and later health outcomes. These associations hold even when controlling for

other childhood risk factors (Arseneault, Bowes, & Shakoor, 2010).

In the past three decades, a significant effort has been put forth by researchers analysing

the effects of bullying and victimization on physical, psychological, relational and general

wellbeing. The main results show that adolescents who are bullied miss more school and

show signs of poor school achievement (Nakamoto & Schwartz, 2009), report higher

loneliness and poorer health (Fekkes, Pijpers, Fredriks, Vogels, & Verloove,Vanhorick, 2006),

and greater levels of anxiety and depression than their non-victimized peers (Juvonen &

Graham, 2014). These negative outcomes are also related to the severity of the victimization

experience. (Van der Plog, Steglich, Salmivalli, and Veenstra ,2015) found that victims of

frequent and multiple victimization, and victims who were victimized by several bullies,

suffered more than those whose experiences were less frequent or perpetrated by fewer peers.

(Reijntjes, Kamphuis, Prinzie, and Telch (2010)) analyzed the role of internalizing problems

and their relationship to bullying. They concluded that such problems appear to be both
antecedents and consequences of peer victimization, constituting a ‘vicious cycle’ that

contributes to the elevated stability of peer victimization. Studies have also linked

victimization to suicidal ideation (Holt et al., 2015; Klomek, Sourander, & Elonheimo, 2015).

As Arseneault et al. (2010) underscored in their review, being bullied is associated, in the

short-term, with severe symptoms of mental health problems and, furthermore, has

long-lasting effects that can persist until late adolescence. (McDougall and Vaillancourt

(2015))in recent systematic review underscored the necessity to use a complex and

multifactorial model to understand direct and indirect links connecting peer victimization

experiences and later adult outcomes. Finally, (Wolke and Lereya (2015),reviewing studies of

genetically identical monozygotic twins who lived in the same households but were

discordant for experiences of bullying, confirmed the dramatic consequences of being a

victim of bullying over and above other personal and contextual factors.

The authors of the studies cited above brought up the importance of carrying out

effective anti-bullying programs that would have a high benefit-cost ratio in terms of

preventing early crime, suicide, internalizing symptoms and other psychological problems.

Many authors proposed that such interventions should be viewed as a form of early

intervention for public health.