The Center for Disease Control and Pre­vention in 2012 released its latest statisticsIhal showed 20.1% reported being bul­lied on school property in the 12 monthspreceding the survey: he prevalence '''3Shigher among temales (22.0"1.) than males(18.2%). 16.20/0 reponed being bulliedelectronically (email. chat room. website,texting) in the 12 months preceding thesurvey: the prevalence \"3S higher amongfemales (22.1%) than males (lO.8%). lo­cally the Department of Education reportedIh.1 as of September 2013 there were 1165cases of bullying naiionwide that accountsfor 800;' of'school related violenceas com­paced (0 20~/n01' 29) cases of child abuse.This prompted the DepEd 10launch. childprotection policy through DepEd OrderOrder no.40. s.20 12 10 promote zero- 101-

I. INTRODUCTIONThe world as we knovv today offers mnnycircumstances that preoccupy an individu­al. In the light of the demands of everydaylife. one may become oblivious and non­chalant with the many issues that plagueour society, In October 22. 2013 in thelawn of Sparks. Nevada.• 12year old boy.armed with a 99-mil1imeter semi-automat­ic handgun open fired at a .llliddleschoolkilling a teacher and leaving [\\'0 other stu­dents wounded, The shooter is believedto have been bullied. This is just anotherstatistic of bullying related violence thatmade headlines after the Columbine HighSchool Shooting in 1999. An organizationMake Beals Nol Beat Downs reported Ih.1harassment and bullying have been linkedto 75%of school shootings in 2009.

_AlPhenonlenOl0giCaJ Qualltative Study on the perception andexperiences of 3rd and 4th year college students 'vas conductedn Adventist University of the Philippines. A survey was

performed 10 identity participants for the said study, The researchers thenconducted an interview using a semi-structured questionnaire thai wouldallow the participant to share as much infonuation as possible to answer thequestions that were raised. A total of II participants were interviewed forthis research, Results revealed thal the views on bullying as perceived bythe participants were represented by major ''''0 themes namely. Torment andDebasement. Experiences was represented by three major themes namely,Depreciation, Denouncement. and Physical Violence. Lastly, effects ofbullying were represented by two major themes, Positive and Negative.

Abstract

Maria Julita SJ. SibayaN,Vimdane MerialesRenaleen Tomagan,Ron Maru Serquina

Gloria Ayako & Camille Amparo

Experiences of College Students 011 Bullying

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said phenomenon.The researchers utilized currently

enrolled 3rd and 4th year students of theAdventist University of the Philippines whoare in the different colleges namely: CON.COB. CST. CAH. COT. COD. COE. COHofor the second semester of the school year2013 - 2014. Sampling technique used iscriterion sampling, Students from each col­lege who experienced bullying are includedin the study group.

A scmi-strucfured questionnaire wasused as the instrumentation for the study ofwhich the participants were asked duringthe iuterview, It served as guiding questionsso that the researcher may extract enoughinformation based on tbe participants' viewand experiences related to the study.

Prior to the conduction of the study,permission was obtained from the collegedeans of the 8 colleges through all officialletter. Upon approval. the researchers iden­tified students that fu the profile required bythe study by conducting a brief survey ask­ing if they have hod been bullied or happento know someone who have been bullied.Ideillified students were asked iflhey \vouldlike to volunteer and take part in the study.They were asked to sign the consent for avideo recorded interview which will bescheduled according to the time most con­venient them, A. well-lighted, well ventilat­ed interviev v room \\':1.5 prepared wiihin theCollege of Nursing building. The",was oneinterviewer, and external observer from thepsychology department who took notes andinterpreted nonverbal expressions. and onetrnnscriberofthe interview process. In orderto establish rapport and create a comfort­able atmosphere. the interview began \vith adiscussion on how iheyare coping with theirstudies and how they feel about taking part

II. METHODSThis study employed a descriptive

phenomenological research design that de­termined the perception and experiences ofcollege students on bullying. Phenomenol­ogy is a philosophy and a research methoddesigned to explore and understand peo­ple's everyday Jived experiences (Shoza,2012). This was so adapted to qualitativelydescribe and examine the perception andexperience of the students in relation to the

The absence of statistics lhaI reflectscollegiate levels and with the law clear­ly limiting its breadth to only high schoolstudents and younger. the researchers arepersuaded to delve deeper into the issue ofBullying on a much deeper note that willaccount for the experiences of the older col­legiate population. Thls phenomenon haslong been ignored or disregarded by the so­ciety and even treated lightly but in truth,integrates a very delicate concern to ourgrowing community. It is the researchers'goal to know how bullying is perceived anddeeply understand ilS effects to those whoexperienced it so that awareness and reme­diation be done as deemed necessary.

In lieu of this countrywide phenom­ena, the Republicofthe Philippines. throughthe Fifteenth Congress enacted RA. 10627also known as the "Anti-bullying Act of20))'", This legislature protects etememaryand secondary school children from acts ofbullying in their respective institutions,

erance policy for any act of child abuse.exploitation. violence, discrimination, bul­lying and other related offenses, They alsoconducted 3 nationwide information cam­paign.

Expt'rieQ«'s of College SflldenlJ: on Bullying

III, RESULTSA total of II currenuy enroued 3rd and 4th year students who fil the criteria participatedin the study. The research aimed to answer three questions from which main themes havebeen identified. The three main quesuons focused mainly on definition of bullying, theexperiences of being bullied and the long term effects of having been bullied.

To ensure validity of'the results, Data Triangulation was done wherein the research­crs' themes were studied in contrast with the external observer and the literature gatheredlastly, validaticn oridenlified themes und resultsof the panicipams through follow-up con­sultations. A licensed psychologist/guidance counselor was invited to serve as an externalobserver during the interview process. The non-verbal observations made were noted andstudied in contrast wiih what 'vas verbally expressed in order to achieve triangulation. Thenon-verb.a' observations helped give me transcribed huerviews a mere significant perspec­five.

of this study. lt was soon followed by a brief discussion about the research study beingconducted which will serve as an introductory phase to the interview, The interview ses­sions wereheld for about 30 minutes utilizing 3 reftective questions.A conversational styleof questioning \\'35 performed rather than the utilization of the conventionally ridged andformal questioning in order to encourage students to eloquently share their emotions andexperiences. The srudents were thanked and provided with a simple token of appreciationfor their participation.

Content and thematic analysis using the Colaizzi method was employed in thisstudy. The following steps represent Colaizzi process for phenomenological data 3S citedin Shosha's study (2012).

I. Each transcript was read and re-read in order to obtain a general sense about thewhole content,

2. For each trauscripr, sigllific.a.ntSl31eOH!ntSl1l3lpertain to the phenomenon understudy was extracted. These statements were recorded on a separate sheet noting their pagesand lines numbers.

3. Meanings were formulated trom thesesigoifiC".dnlstatements.4. The formulated meanings were sorted into categories I clusters of themes. and

themes.5. The tilldiny5 or ine study were inregrared lruo an exhaustive descriprleu or the

phenomenon under study.6. The fundamental structure of the phenomenon were described,7. Fioally. validation of the findillgs were souglu trom l11eresearch participams 10

compare the researcher's descriptive results with their experiences and this was studied incontrast with the inrpretation by the external observer.

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J. Insult, It is de-tinedas. "to do or say sonle-lhing that is offensive to: to do or saysomething that shows a lack of respect for someone: to behave witb pride or arrogance; totreat with insolence, indignity. or contempt. According to Mr. H (2012). bullying was alsodetllled as spreading false accusations 01·rumors lhal are offensive or shows disrespectfulcomments about. person. On this particular context that Johnson (20 12). mentioned thatverbal bullying has become more tJoolinaJllLhanphysical bullying. She also defined bully­ing as :.1 verba)harassment.

1. Oppression, webster (2012) deflnes it asunjusl or cruel exercise of :lulhority orpower, A sense of being weighed down in body or mind, An example shared was "harass­IUI!Ilt, like nlakillg fun or making one feel inferior (0 the other:' A pan of the buJlying defi­nition described above mentioned, "an imbalance of power exists between the perpermtorand the vicum.v Tbls specifically poults out the direct unjus; exercise of authority amongLhebullies towards their victims. Negative emotions come to fore because of inability tocope with unpleasant experiences. Psychological instability and inferiority complex aremade possible because of such inadequacy (Estoque, 2(06). According to BoH (2012),Bullying is any behavior thal takes advantage of an imbalance of power between the ha­rasser and the target-based on size. age, ability, language. social status. socioeconomiccircumstance. intelligence. athletic ability. appearance, wardrobe, gender identity. genderexpression or lifestyle, sexual identity culture. religion. race. or heritage. Bullying is 3 formof aggressive behavior manifested by the usc of force or coercion to affect others. particu­larly when the behavior is habitual and involves imbalance of power (Manuel, 2013).

J. Degrading. It is defined as 10 treat someone poorly and without respect, To make

The following sub-themes were lifted from the participants based on their personal

According LODemanei (2012). Bullying is defined as anusocial behavior in whichan individual bully or a group of bullies. willfully and repeatedly hurts other people, eitherphysically or psychologically, and in which an imbalance of power exists between the per­petratorfs} and the victim.

The main themes formulated under the view of college students on bullying wereTorment and Debasement. The subthemes under the main theme. Torment. were Insult andPhysical Violence. Whereas Debasement 'vas derived from the subthemes Oppression andDegrading.

Torment Insult.PhysicalViolence

Debasement Oppression,Degradin

Themes Subthemes

Table I:COllege Slud,?/",I.~~~rl,cw.r "" &,10""1#

Expt'rieQ«'s of College SflldenlJ: on Bullying

Depreciation, Denouncement and Physical Violence were the main themes formulated un­der the bullying experiences. The subthemes that are categorized under the main theme.Depreciation, are as follows: Assault on Persona. Assault on Physical Attributes. and As­sault 011Ability. No subthemeswere classified under Denouncememand Physical Violence.

DenouncementPhysicalViolence

Insult, PhysicalViolence

Depreciation

Themes Subthemes

Table 2:nil/if/us /lApenc/lct"J' ()I'CO//t'!/t:'Slilf/t.·IIls

the quality of something. worse. Bullying is all)' action or behavior that is intended to harmor disturb or cause the individual or group targeted to feel harmed, disturbed. or embar­rassed. Being bullied can take over a person's life. Thai individual lives in fear and rarelyescapes from thO!fear (Boll, 2012). Mr. H (2012) pointed out that. person will feel defeat­ed from the bullying attacks at some point in their lives. Manuel (20 13) added that bullyingis any severe or repeated usc of written, verbal or electronic expression. or a physical act orgesture or any combination by one or more students directed at another student that has theeffect of actually causing or placing the 13Uerin a reasonable fear of physical or emotionalharm,

4. Physical Victcnce. 111edefinitiOIlof bullying mennoned, "to willfully and re­peatedly hun other people. either physica1lyor psychically" (Den):lnel, 2012). QUIof theII participants, three have expressed their view of bullying 10 be in the fonn of physicalviolence. An exampte of physical violence thal was shared was "nanununtok," Accordingto Miller (2012, bullying consist of physical violence which is the use of physical force tofntelllionnl1y inflict pain all another 1)eI'SOll.Bullying encompasses behaviors thaI create ahostile. intimidating or offensive environment. Evidences suggest that hostile behaviorsarc on the rise in bullying occurrences (Mr. H. 2012). As slated by Manuel (2013), bullyingcan include verbal harassment, physical assault or coercion and may bedirected repeatedlytowards particular victims.The word insult is mainly referred to by the participants 3S saying something offensive, asto physical violence. \vhicb is the use of physical force to inflict physical pain 10 someone,is combined into one word as torment. In the context of\Vcbster (lOI2), torment was de-6Jled as an extreme physical or memat pain. On uie other hand, Oppression is me excessiveuse of power or authority over someone and degrading is known to be all act of makingsomeone feel disrespected and of worsen value. These 1\\'0 contexts are combined in oneword which is debasement. It is defined as to lower the value or reputation of someoneorsomething: to make someone or something less respected

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presents to other people.. .I\nexample of anexperience shared was, "They called me"gay.:" Personal frustration could come intoplay where the cause of frustration might bethe individual himself (Estoque, 2006). ntisparticular experience directs to the auack onthe persona of a person.

2. Assaull on physical uttrlbutes.According to Estoque (2006), there areseveral examples of personal frustrationssuch as 10\\'intelligence. physical deformi­ty, a Jack of skill or even insecurities whichhampers the attainment of a certain objec­tive. This particular experience attacked thephysical appearance of the participants, Anexample of an experience that was sharedwas, "teaSiltgof my fingers."

3. Assault on Ability, Bullyingwas defined by Bon (2012) as any behav­ior that lakes advantage of an imbalance ofpower between the harasser and the targelbased 011 size. age. ability, etc. An exampleof an experience shared by our participantwas, "mocking mebecauseof Illymistake."Shallcross (2013) mentioned that collegestudents may be targeted for being too smartwhile other schools, students may be bulliedfor being not smart enough.

4. Denouncement Webster (2012)defines this as. (0 publicly Slate that some­one or something is bad or wrong: 10crit­icize someone harshly and publicly, Threeout of II participants have expressed thattheir experience of bullying has involved3 form of denouncement. An example ofan experience that \\'35 shared was, "youare going to have 3 heart problem and diesoon:' According to Millcc (2012), this bul­lying experience includes threats. or rumorsthai intentionally iaflie, social cruelly 011

someone. Estoque (2006) mentioned thatthis particular instance aims to distort or fal-

I. Assault on Persona. Persona isdefined by Webster (2012) as the way youbehave. talk. with other people that causesthem to see you as 3 particular kind of per­son; the image or personality that a person

The participants of tbis study enumeratedthe following experiences:

Miller (2012) states that, bullying can alsobe understood as microaggression, a COIl­cept borrowed from dle field of cruical racetheories that focuses on how people of col­or experience unconscious and con-sciousaffronts throughout the course of daily in­teracrions. Microaggressions are "the every­day verbal. nonverbal. and environmentalslights, snubs or insults, whether intentionalor unintentional, that communicate hostili­ty, derogatory, or negative messages to tar­get persons based solely upon their margin­alized group membership.

Based on the transcribed experienc­es, the smtements were divided iJlto 6vesubthemes. Firstly. there were four state­ments noted to be an assault to the personawhich is the person's way of behaving ortalking with other people. This is the im­age or personality that a person presents toother people. There were seven statementsthat directly attacked the persons physicalattributes, which are the physical appear,ance presented to other people. There were6ve suuements mal attacked the capacityof the person's ability, classified as Assaulton Abilities. There were three statementsthat passed judgment on the person, and sowe classified il as Judgmemal Ccrnments,lastly, seven statements revealed the use ofphysical force to inDicl pain to the person,which is classified as PhysicaJ Violence.

Expt'rieQ«'s of College SflldenlJ: on Bullying

Lastly, the main themes formulated under the long lerm effects of bullying werePositive and Negative .. Resilience. Self-Awareness, and Motivation were the subthemescategorized under the main theme, Positive. Whereas. Avoidance, Trauma, Retaliation. andSuicidal Ideation were the subthemes that were categorized under the main theme. Nega­tive.

According 10 Esioque (2006), emotions principally divided into two pans. the pos­itive emotions and the negative emotions. Since emotion is inevitable in human experienceand since emotion affects the physiology of Juan. it" best that one has e-motionalmaturityand is able 10 cemrot his emotious, Funhermore, (here are no finn standards of emoticnalmaturity and controlling emotions such as there are for physical development, Nor arethere easy rules to follow in attaining it Behavior, derived from a combination of reasonand emotions, bas 3mixture of origins. h may originate partly in one's genetic code. partlyin learning. chemistry, and in Olevalues of the society in which one resides.

II has been noted thai all of the bullying has occurred during their elementary andhigh school years. While bullying is still experienced al present, they are able 10managebased on their learned response after their previous experience of bullying. TIle panici-

Trauma, Retaliation,Avoidance.

Suicidal Ideation

Negative

Resilience, Self-Awareness,Motivation

Positive

111eJlleS Subthemes

Table 3:tong· lim/ 1:1I"«IS oll/ul//'Ing on Coll<;;,e5illd~IJls

sil}' the perception of realily.5. Physical Violence. As mentioned by Miller (20 12), physical violence is the use

of physic-al force [0 intentionally inflict pain on another person. This include, hitting, kick­ing, pushing, steallug, sexual misconduct, killing SOlne(U1C. An indirect way of Inflictingphysical force is by physically moving away from someone as means to be hurtful. Sevenom of II participants have shared 011\1their experience of bullying has involved a formof physical violence. An example (hat was shared by one of our participants was. "teach­er slapped Inc in front of class 3 times... on l11tcheek." As Demanet (2012) rnenuoned,"willfully and repeatedly buns other people, either physically or psycbica.uy'·is bullying.The pleasure al causing harm to others and dominating non-consenting others in a reta­lionship are both risk factors present for those who move on [0 larger fonns of violence.such as campus shootings (Shallcross. 2013). As mentioned by Manuel (2013). bullyinginvolves a greatdeal of physical aggression such as shoving and poking, throwing things.slopping, choking. punching and kicking. and beating, stabbing, pulling hair, scratching.biting, scraping. and pinching.

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3. ~Iottvallon. It is the process ofgiving someone a reason for doing some­thing: the condition of being e-agerto act orwork: a force or influence (hal causes SOllIC·one to do something. Two responded with asense of motivation. One of the statementsmade was, "I want to be more successful."Morivauon can come in different forms.According to Adler (1997), he cited, if theyhave understanding. encouraging parents,they may compensate for their inferioritiesand transform their weakness into strength.He added that the Goldstein's master 1110-rive. in fact, it is the only motive that theorganism possesses. What appear to be dif­ferent drives such as hunger. sex, power,achievement, and curiosity are merely man­ifestations of the sovereign purpose of life,to actunlize oneself.

4. Avoidance, Webster (2012) de­fined il as obsolete. an action of empty­ing, vacating. or clearing away, An act orpractice of withdrawing from sorneihingor someone. Out of the II participants,three have responded with an act of avoid­ance. One of the participants shared that'" would JUSl ignore them," ~tanuel (2013)mentioned that people who then opt Co ig­nore the abuse or the bullying act. Thereare a number of reasons why other peopleprefer not Co intervene. Typically, they areworried thal they would worsen the situa­tion or risk of becoming the next bullied!victim. According 10 Estoque (2006), avoidemotion-provoking situations, this pertainsto situations where experience. particularlynegative emotions dominate the situation.

5. Trauma. \Vebslet (2012) definedit as (t very difficult or unpleasant experi­ence that causes someone to have mental oremotional problems usually for a long time.Out of the II participants. only three have

I. Resilience. Webster (2012) de­fines resilience as the ability (0 becomestrong, healthy. or successful again aftersomeihing bad happens. Always take con­trol of the oplions and changes Ihat are be­ing made. It is better 10be a friend than en­emy. It is better to make peace than makewar, (I is better to forgive than Coseek ret­ribution or revenge (Estoque, 2006). Of theII participants, there were nine respondentsthat showed resilience. An example of the-irstatement is "bullying can't change myheart." Estoque (2006) added some individ­ual run from the source of frustration. oth­ers 6gl11while others face lhe very source offrustration. When a person is vvell adjusted.a person copes with it in logical and ethi­cal manner ensuring the satisfaction of hisneeds.

2. seir-xwareness. h is defined asthe knowledge and awareness of your O\VD

personality or character, According to Man­uel (2013). victims often make positivestatements about themselves or about theresolution of the problem. This is to coun­teract the negative bullying effects on thebullied. Three responded with an effect ofself-awareness.As mentioned by Videbeck(20 II). self-awareness is the process bywhich a person gains recognition of his orber own feelings, beliefs and attitudes. Aperson must learn to accept these differenc­es among people and view each other asaworthwhile person regardless of that per­son's opinions and lifestyle. A person canaccomplish setf-awareness through reflec­tion. spending lime consciously focusing onhow one feels and what one values or 00-lieves,

pants of this study enumerated the follow­ing long-term effects of bullying.

Expt'rieQ«'s of College SflldenlJ: on Bullying

Considering the statements gi ven by thepanicipams of the study and the findings ofthis study. the researchers concluded that:

t. Bullying is defined by the partie­ipants 35 an 3Ct to insult, oppress. degradeand inflict physi~1 violence to en individualrepeatedly overtime.

2. Bullying experience are predom­inandy composed of assauh on persona,assault on physical attributes, and assaulton ability, denouncement and physical vio­lence.

3. Long-Tern!effects of bullying aredivided into two main themes: Positive andNegative. Resilience. Self-awareness, Mali­vation, and Indifference fall under the Pos­itive effects of bullying, while Trauma. Re­taliation, Avoidance. and Suicidal Ideationare categorized under the Negative effectsof bullying.

IV_DISCUSSIONBased on the results of the siudy, the

following conclusions may be drawn:

expressed suicidal ideation. An exampleof the statements made was. "Relapses...every now and then I just want to end itall, I actually have plans on how to do it.It is more of a back-up plan." According (0Shallcross (2013). not every student bulliedwill become suicidal, but that can be an ulti­mate choice and there is no second chance.As mentioned by Estoque (2006). introjec­tion is known as intemalization, This refersto the incorporation of external standardor values into the ego or self- structure ina \\':Iy thai an individual is not affected byexternal factors, This defense mechanism isvery closely related to the ideation of com­mining a suicide of a person.

mentioned an effect of trauma due to theirexperience. One of the shared experiencewas "rill afraid to stand ill from of class."As mentioned by Manuel (2013), they oftenbecome shy type. timid and anxious. As aresult their self-esteem declines.

6. Retauatlon. II is defined as 10 dosomething bad 10 someone who has hurt youor treated you badly: to gel revenge againstsomeone .. Aggression is also closely relat­ed (0 this because i( is defined as motivatedby a desire for a noxious outcome. It is abehavior whose goal is the injul)' of someperson or object (Hoyenga, 1984). Nine outof the II participants have responded withan effect of retaliation. One of the sharedexperience was "1 became more aggres­sive." Funhermore, aggressive behavior basbeen related to an aggression motive suchas anger or hostility. A distinct aggressionmotive would represent 3 need. desire. ordrive that could be satisfied only by aggres­sive behaviors. Estoque (2006) suggested 0

way to cope wifh such buJlying experience.He mentioned co tilld substitute ouiler. Sig­mund Freud has a relative term for this con­cept displacement. Though displacement isa form of a defense mechanism, some prob­lems simply have no direct solutions. Thus,the utility of an indirect solution is a betteralternative than no solution at all. He add­ed that displacement is the expression of animpulse or emotion that is redirected from 3more threatening source to a less threaten­ing source. According 10Shallcross (2013).for bullied persons. there can be an angerand resentment present. Victims often be­come bullies (Johnson. 2012).

7. Suicidal Ideation, This is definedby Webster (2012) as wanting 10 kill your­self: showing a desire to kill yourself: de­structive to one's own interests. Four have

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Campbell, J. (2011). Qualitative Research:

Cambridgeshire. C, (2013). children andfamilies, parenting. child'sbe haviour, bullying. Retrieved January 2014, fromhttp:// www.cambridgeshire.govuk: hUp:llwww.cambridgeshire.gov.uk/childrenandfamilies/parentiug/childsbehavicur/bullying.htm

Besog, V. (2013). Bullies and Victims inSchools; A Guide 10Understanding and Management, Open Urnversity Press, 1-3.

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Bennett, E. (2013). Peer Abuse Knoll'More! Bullying From 0 Psycho logleal Perspective. lnfillity.

REFERENCES

rience in the past and 00 able to address thenegative effects brought about by such in­cidents. To the nursing practice. we recom­mend them to shed awareness to the nursingpopulation to be able Co intercept the factorsthai could lead 10 the spread of Ibis socialproblem and come up with a solution theproblems in existence.

Further research should be doneregarding the topic to help improve me re­lationship of teachers, clinical instructors,and students among themselves. \Ve reCOID­

mend for the future researchers to conducta Quantitative Study based on our research.Furthermore, (0 look into having a study ofthe perspective ofihe Bully and nOIfrom thevictim,

Since the study revealed Ib31bully­ing is represented in several different types.the researchers recommend that teachingwith complete awareness of the actions and­gestures shown to students be exercised atall times to promote a more hannonious en­vironment for teaming, This will minimizeif not eliminate the occurrence of bullyingin the claSSTO(Unand clinical setting. To theacademe. we recommend mat they shouJdconduct special programs to 00 able to iden­tify the students which had a bullying expe-

I. The definiuons thai come into theminds of the participants are composed ofinsult oppression, degradation. and physi­cal violence,

2. The episodes thal were experi­enced by the participants were assault onpersona. assault on physical attributes, andassault on ability. denouncement and physi­cal violence.

3. The Long-term effects of bul­lying on our participants were Resilience,Self-awareness, Motivation . Avoidance, In­difference. Trauma. Retaliation and SuicidalIdeation,

After meticulous study and analysisof the participants' statements and with thepsychologist's professional opinion. the re­searchers recommend that to overcome thenegative effects in their present behavior,counseling and stress debriefing be madeavailable or be done as needed especiallycertain participants lhat have been idenlifiedand endorsed to need urgent attention dueto suicidal ideation which is a prolongedeffect, Furthermore, we strongly encourageIb31the participants be infonned that thereis help available for them and that they areentitled to take that opportunity.

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Expt'rieQ«'s of College SflldenlJ: on Bullying