Understanding Physical Bullying and Self-Esteem

Introduction to Physical Bullying and Self-Esteem

• Physical bullying involves using physical force or intimidation to harm, threaten, or control someone, sometimes leading to violence
• Experiencing physical bullying can leave emotional and mental marks, hindering a person's capabilities.
• Victims of bullying may hide their injuries to maintain a sense of normalcy, often withdrawing from friends and family.
• Physical Bullying can affect self-esteem
• Self-esteem includes self-worth, confidence, and belief in one's abilities

Effects and Impact of Physical Bullying

• Individuals who experience physical bullying have higher risks of depression and anxiety.
• Detrimental effects of bullying can persist into late adolescence, contributing to mental health problems.
• Bullied individuals are more prone to migraines, health issues, and difficulties in transitioning to school.
• Negative experiences like physical bullying can cause low self-esteem, especially in adolescents aged 12-16.
• Adolescence is a formative time when emotional, physical, and social changes can increase vulnerability to mental health issues.
• One in five junior high school students in the Philippines (20.2%) have experienced physical bullying in the past five years.
• Self-esteem issues affect 19.4% of junior high school students in the Philippines

Study Focus and Objectives

• The study aims to investigate the relationship between physical bullying and self-esteem among junior high students at Tarlac National High School for the school year 2024-2025.
• At Tarlac National High School, one out of three students experience physical bullying
• 70-85% of junior high school students experience low self-esteem.
• The study seeks to describe physical bullying in terms of being "patent to cause harm," "repetitive conduct/s," and involving "power imbalance."
• Exploring if there is a relationship between bullying and self-esteem can help develop school interventions

Hypothesis and Significance

• The study operates under the hypothesis that there is no significant relationship between physical bullying and students’ self-esteem.
• The study will investigate for guidance and counselling implications
• This research can provide insights for interventions to support students' emotional well-being and academic success.

Contributions and Benefits

• The study offers insights into the effect of bullying on self-esteem, aiding school principals in forming policies for a safer and supportive environment.
• The findings may help teachers spot bullying and low self-esteem, adopt empathetic teaching, and promote inclusive environments
• The research highlights the importance of addressing bullying and self-esteem, encouraging peer support, and improving mental health for students.
• The survey can serve as a resource for parents, helping them understand and navigate challenges their children face.
• The research adds to the knowledge on bullying and self-esteem
• It can inform future researchers as well

Scope and Methodology

• The study will focus on junior high school students (Grades 7-10) at Tarlac National High School during the school year 2024-2025.
• Quantitative research will statistically analyze the relationship between physical bullying incidents, self-esteem level and frequency
• Data will be collected through questionnaires quantifying experiences of bullying and self-esteem.
• Physical bullying will specifically be addressed, excluding other forms such as verbal, social, or cyberbullying.

Definition of Terms

• Cyberbullying: Bullying using information and communication technologies to harm others, measured through student reports of digital bullying experiences.
• Guidance and Counseling: A process that helps people understand themselves, establish personal meaning, and develop goals measured via student surveys.
• Implications: Refers to the possible impact and influence of a study.
• Patent to Cause Harm: Actions deliberately carried out to inflict emotional, psychological, or physical damage on another, identified through student reports.
• Physical Bullying: Using physical force to harm or intimidate, assessed by asking students to report instances of physical aggression.
• Power Imbalance: When one individual or group holds more power or control over another, as assessed through student surveys about power dynamics.
• Repetitive Conducts: Aggressive behavior persistent over time, identified by asking students about repeated bullying behaviors.
• Self-Esteem: Respect and consideration a person feels for themselves measured through a standardized questionnaire.
• Social Bullying: Harming someone’s social relationships or reputation, measured through student reports of experiences with rumor-spreading and social exclusion.