the roles of the teachers in meeting the needs of socially withdrawn students due to verbal bullying
DESCRIPTION
Research on BullyingTRANSCRIPT
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OF SOCIALLY WITHDRAWN CHILDREN DUE TO VERBAL BULLYING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
31
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)
32
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.
33
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
36
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)
41
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.
49
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
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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).
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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
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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.
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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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