Profiling Bullying and Victimization in a Public High School: Implications to School Guidance Program

This study focused on analyzing bullying and victimization in a public high school including the processes and perceived solutions of the respondents. Specifically findings of the study draw a guideline in making an intervention program. It employed the case study type of research wherein the qualitative approach was done through the analysis of the individual cases in which interview were facilitated among the students. To conduct a profound study on bullying and victimization, multiple case studies are also presented in conducting the study. The study was conducted at Quezon National High School in Lucena City. Findings derived from the study was only limited to grade 7 to grade 10 high school students who became the six (6) chosen participants from the study, ages 11 to 18years old. The data was focused in selected sections and/or classrooms with varying number of students as subjects. For the analytical framework of the study, thematic analysis was used. Data was gathered from sources include: observational data, case history of the participants, questionnaire statements, transcripts and audio recordings. Data from conversations and audio records were transcribed. On profiling the participants of study, it reveals that that families of bullies frequently have little closeness and unity, as well as being focused on power over one another. These children often report more negative family functioning than non-bullies. Because of the lack of parental and family support, many adolescents use bullying as a form of control and attention. Targets of bullying tend to be perceived as being different, exceptional, or marginalized from their fellow students. Lastly, Bystanders play an important role in understanding bullying and victimization. Because children gather in schools, they have been involved in bullying as a bystander in some role-joining in, cheering, passively watching, and, on occasion, intervening. According to the gathered data that pertains to the processes that constitute in the cycle of bullying and victimization in a public high school, code of silence, which operates on the premise of fear generated by the bully, is centered on the belief that if the bully’s misbehavior is reported, things will only get much worse. Consequently, many students are hesitant to break the silence and get help. Of course, this shared belief reinforces the bullying and victimization cycle since the bully is allowed to get away with being aggressive toward others. The bully continues the hurtful behavior without limits and consequences. The program’s implementation relies mainly on the existing social environment. Teachers, administrators, students, and parents all play major roles in carrying out the program and in restructuring the social environment. One possible reason for this intervention program’s effectiveness is that it changes the opportunity and reward structures for bullying and victimization behavior, which results in fewer opportunities and rewards for bullying.