RISK CONTROL PERSPECTIVE ON BULLYING PRACTICES AND PREVENTION

Mariz Lopez, Elizabeth Perculeza, Clarice Umali, Me-Anne Real
University of Batangas, Philippines

ABSTRACT

This study aims to determine the extent, seriousness, and dynamics of bullying and to focus on the factors and risks that may be likely precedents of bullying. The study delimited the content of the respondents by not including the delivery of the answers, facial expressions, and gestures. The researchers gathered data from select private and public students through a guided interview. As a result, the researchers concluded that bullying in schools is an ongoing issue with significant negative long-term consequences to the students involved. These consequences include feeling unsafe at school, psychological distress, lower levels of academic achievement, and lower levels of school attendance. Also, bullies are more likely to continue to bully others later in life and engage in risk-taking behaviors. Bullying also negatively impacts students who witness this act as bystanders. The physical vulnerability, social skill challenges, gender identification, or intolerant environments which are considered to be factors that possibly heighten a student's risk of becoming victims of bullying at school. Also, the factors and risks that may be likely precedents of bullying are the environment, personal problems, experiences, and other situations and instances that may trigger someone to resort to bullying. With these findings, the researchers have the following recommendations. First, there must be anti-bullying programs and seminars conducted to the students. Second, there must be appropriate consequences for bullying, including punishment and most importantly counseling to address any possible reason a kid would want to bully. In line with this, there is also a need to talk to everyone, not to accept bullying, but to accept that everyone is going through their problems and has their individual needs. Bullies should take part in the solution-making, and the school community should not isolate or ignore them. Third, the school should have institutional anti-bullying programs implemented throughout the academic year.

KEYWORDS

Behavioral science, anti-bullying program, bullying, bully, consequences, counseling

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