essay about bullying filipino

• Mga Sanaysay
• Mga Talumpati
• Wikang Filipino

Talumpati Tungkol Sa Bully

Bullying ang tawag sa hindi magandang asal ng isang tao. Ang pagiging siga, maton, naghahari-harian at pagpipintas sa kapwa ng harap-harapan at walang pakundangan ay ilan lang sa mga haimbawa nito.

Ang bullying ay malimit na nangyayari sa mga kabataan , lalo na sa loob ng paaralan. Mayroong mga uri ng mentalidad na kung saan para sa kanila ang pagiging bully ay sikat kang maituturing.

Ang mga taong ganito ay mapang-alipusta at labis kung manira, manakot at manakit sa pisiskal man o emosyonal na aspeto ng indibidwal. Mahilig silang gumawa ng mga bansag o alyas sa mga taong kanilang kinukutya para ito ay mapahiya.

Ang mga taong nagiging biktima ng bullying ay bumababa ang mga moral at tiwala sa kanilang mga sarili . Ang mga iba naman ay humahantong sa tuluyang depresyon na halos ayaw nang makipagsalamuha sa kapwa.

Mula sa aking personal na karanasan noong aking kabataan , ako rin ay naging biktima ng bullying, dahil sa aking pagiging patpat at maliit ako ay naging tampulan ng tukso at bansag na hindi kaaya-aya.

Ang paghusga nang hindi tama at pagsira sa kapurian ng isang tao, kapag ito ay nasabi mo na at nailathala mo na lalo na sa social media, kailanman ay magiging peklat na ito sa kanilang pagkatao .

humingi ka man ng paumanhin, hinding-hindi mo na ito mabubura pa kailanman lalo na sa mapaghusgang mata ng mga tao sa ating lipunan .

✏️ Ang TakdangAralin.PH ay ginawa ng estudyante para din sa mga estudyante. Sana po ay marami kayong matutunan sa inyong pag-bisita. Salamat!

Talumpati Tungkol Sa Edukasyon

Matalinhagang Salita

Tula Tungkol Sa Pamilya

Barayti Ng Wika

Magagandang Tanawin Sa Pilipinas

By providing an email address. I agree to the Terms of Use and acknowledge that I have read the Privacy Policy .

1 in 3 Filipino students bullied in school – Pisa study

Sen. Sherwin Gatchalian (File photo from the Senate Public Relations and Information Bureau)

MANILA, Philippines — The Department of Education (DepEd) assured the public on Saturday that it was implementing programs to address bullying in schools after the 2022 Programme for International Student Assessment (Pisa) study revealed that one in every three Filipino students had experienced being bullied at least once a week.

According to the Pisa study published on Dec. 5, the incidence of bullying in Philippine schools went down between 2018 and 2022. The country first took part in the large-scale international assessment of the academic performance of 15-year-old students in mathematics, science, and reading in 2018.

But Education Undersecretary Gina Gonong said in a forum on the Pisa results organized by DepEd last week that bullying “remained a pervasive problem, more so among boys and those in public schools.” It also affected their academic performance as the study said that those who were bullied at least a few times a month scored 11 to 44 points lower in mathematics.

According to the 2022 Pisa results, 28 percent of the 7,193 Filipino students from 188 schools who took part in the assessment reported that others had “made fun” of them while 19 percent said they were threatened by other students.

Some reported being the subject of “nasty rumors” while others got hit or pushed by other students. There were also those who complained that their things were taken away or destroyed while some said they were “left out of things on purpose.”

To address the problem, DepEd said that antibullying programs were being implemented by its Learner Rights Protection Office (LRPO), which operates the “telesafe” hotline and child protection desks, and the Bureau of Learners Support Services (BLSS), which has various mental health initiatives and counseling projects.

“The BLSS primarily gears more toward bullying prevention and creating a climate of safety in schools [through mental health and counseling on top of capacity building for teaching and nonteaching staff]. On the other hand, the LRPO mainly comes in to address abuse and bullying cases directly [through legal means],” it told reporters through a Viber message.

Other DepEd programs include the creation of a mental health unit in the department that is expected to become operational next year and the ongoing hiring of “mental health coordinators” for every region.

Other programs, measures

A DepEd order specifically tackling mental health will also be released early next year after undergoing vetting as the agency works on creating mental health and anti-bullying content with the National Council for Children’s Television, in collaboration with independent directors.

In partnership with Natasha Goulbourn Foundation, DepEd has likewise launched a capacity-building program for teachers and nonteaching staff to help them “spot red flags” among students who might be being bullied.

In addition, the department has been at the forefront of pushing for the passage of Sen. Sherwin Gatchalian’s Senate Bill No. 2200, or the proposed Education Mental Health and Well-Being Promotion Act, by serving as the primary technical working group for the measure.

“We pushed for the increase in the Salary Grade (SG) of guidance counselors (SG 11 to SG 16) and the creation of a new plantilla position category called mental health associates (nurses, social workers, and psychometricians) to fill the personnel gap,” DepEd said.

Under SB 2200, all guidance counselors and psychologists I to III will be converted to mental health specialists with their monthly pay adjusted to SG 16 (P39,672), SG 18 (46,725), and SG 20 (P57,347).

Gatchalian, the chair of the Senate committee on basic education, said DepEd should work for “stronger interventions” to ensure the safety and welfare of students as “bullying contributes to the victims’ low self-esteem, lack of confidence and difficulty in focusing on their studies.”

“Bullying can also affect [their] emotional state that could result in a lower interest in studying,” he added, citing the Pisa study which showed the Philippines ranked sixth to last in reading and mathematics, and third to last in science among 81 countries.

‘Cyberviolence’

While Gatchalian expressed optimism about the passage of his bill, he said the effective enforcement of Republic Act No. 10627 or the Anti-Bullying Act of 2013 could help protect learners in the meantime.

RA 10627 was enacted on Sept. 2, 2013, to protect students from bullying and other forms of violence but Gatchalian said the law requires a comprehensive analysis and gap review.

Pwersa ng Bayanihang Atleta party-list Rep. Margarita Nograles also filed a similar bill in 2022—House Bill No. 2886 which penalizes people of legal age proven to have been bullying others in school, at work or even on the internet.

Subscribe to our daily newsletter

“According to the Unicef, the latest data in the country shows that cyberviolence affects almost half of children aged 13 to 17. This violence experienced by Filipino children are in the form of verbal abuse and most of these are in the form of sexual messages … that can create long-lasting emotional and psychological scars in every child,” Nograles said in her explanatory note.

—WITH REPORTS FROM MELVIN GASCON AND INQUIRER RESEARCH

Subscribe to our newsletter!

Disclaimer: Comments do not represent the views of INQUIRER.net. We reserve the right to exclude comments which are inconsistent with our editorial standards. FULL DISCLAIMER

© copyright 1997-2024 inquirer.net | all rights reserved.

This is an information message

We use cookies to enhance your experience. By continuing, you agree to our use of cookies. Learn more here.

By providing an email address. I agree to the Terms of Use and acknowledge that I have read the Privacy Policy .

School bullies: Unbearable scourge to Filipino families

The world survey that our country was number one among 70 countries in bullying is both alarming and worrisome. This finding came from an undated report from the Program for International Student Assessment (PISA) also used by the OECD (Organization for Economic Cooperation and Development).

According to PISA, we are number 1, Brunei Darussalam is second, Indonesia is number 5, Malaysia- 9, New Zealand-25, Australia-29, Hongkong-30 and Thailand-33, Macau 34, Vietnam -37, Singapore-39, and USA-41.

In 2016, the National Baseline Survey on Violence against Children led by the Council for the Welfare of Children said 65 percent of Filipino students from Grade 1 to Grade 12 have been bullied nationwide. Compare this to the world average of only 20 percent by the OECD.

Child Protection Network Foundation Executive Director Bernadette Madrid confirmed that this percentage is around 17.5M bullied students. Save the Children Philippines Child Protector Wilma Banega says most victims are female (70.5 percent) and “bullying triggers” were physical appearance, status in life and skin color. Also victimized were children with disabilities, those belonging to LGBTQ community. Recent police events say even teachers and other school personnel were bullied.

We have an existing Anti-Bullying act of 2013 (RA 10627), but this law failed to stop the increasing incidents. DEPED’s official data from 2013 recorded 1,309 cases but this zoomed to 11,637 cases from 2019 and 2020

Aside from reiterating good manners and right conduct to everybody, the deployment of “professional” guidance counsellors in each school, I think, would be a great help. They should respond quickly and discreetly to student reports of “bullying”. It is also important that law enforcement officers be positioned just near but outside school premises, to immediately respond to violent cases.

In the last 2021-2022 school year, 404 students committed suicide while 2,147 attempted but failed. Horrible numbers that need government action immediately.

Amen 26-year-old GSIS Law to help retiring gov’t employees — CSC Lizada

There is increasing discussion on lowering of optional retirement in government service from 60 to 56 years old. But retaining compulsory retirement age at 60. This is indeed a welcome idea, but first, legislators should seriously look and immediately amend the 1997 GSIS LAW (RA 8921) to provide full retirement benefits to the hardworking government employees. Yes, these publics receive a much bigger pension from GSIS than their SSS counterparts, but this was because of huge salary deductions. And from many conversations, GSIS is not the benevolent kind, and some retirees think that some of its people will do everything to lower their lump sum and monthly pension.

The Civil Service Commission (CSC), which is technically the Government’s Human Resources Department (HRD) of the more than 1.7M public workers, has been receiving mounting complaints from its employees who are all GSIS members. CSC Commissioner Atty. Aileen Lizada, in my radio interview, pointed out the lack of existing GSIS policy in the 2997 GSIS LAW for beneficiaries of retiring Single, Solo Parent and LGBTQ members. There also complaints that the present computation of pension based on three-month average salary be amended and pegged at the last salary upon retirement.

Another question is the policy that retirement must be served only to those who completed 15 years of service and reached 65 years old. Atty. Lazada claims that if the govt employees fail to complete these requirements, he/she will only receive “separation pay” and his/her previous “salary contributions” will be forfeited to GSIS. I also received reports that “pensionable years” of retiring members substantially decreased because of ultra-strict policies on contestable “leaves without pay” thus lower lump sum benefits and monthly pension. An approach that runs counter to rewarding these public servants who are bowing out of service.

From what we’ve heard, the new GSIS President/General manager Jose Arnulfo “Wick” Veloso is a financial whiz, and an action person. In the past seven months, he posted a record breaking P6.8B non-life insurance premium last year, while moving quick on cash gifts, educational, housing and typhoon loans aside from pushing for digitalization and anti-red tape policies. Perhaps, he can re-examine these valid observations from the Civil Service Commission and move towards updating their “old” GSIS law in the greater interest of its 2.5 million members and pensioners.

(Email: [email protected] )

Subscribe to our daily newsletter

Subscribe to our newsletter!

Disclaimer: Comments do not represent the views of INQUIRER.net. We reserve the right to exclude comments which are inconsistent with our editorial standards. FULL DISCLAIMER

© copyright 1997-2024 inquirer.net | all rights reserved.

This is an information message

We use cookies to enhance your experience. By continuing, you agree to our use of cookies. Learn more here.

24/7 writing help on your phone

To install StudyMoose App tap and then “Add to Home Screen”

Bullying in the Philippines

Save to my list

Remove from my list

Bullying in the Philippines. (2016, Dec 16). Retrieved from https://studymoose.com/bullying-in-the-philippines-essay

"Bullying in the Philippines." StudyMoose , 16 Dec 2016, https://studymoose.com/bullying-in-the-philippines-essay

StudyMoose. (2016). Bullying in the Philippines . [Online]. Available at: https://studymoose.com/bullying-in-the-philippines-essay [Accessed: 7 Sep. 2024]

"Bullying in the Philippines." StudyMoose, Dec 16, 2016. Accessed September 7, 2024. https://studymoose.com/bullying-in-the-philippines-essay

"Bullying in the Philippines," StudyMoose , 16-Dec-2016. [Online]. Available: https://studymoose.com/bullying-in-the-philippines-essay. [Accessed: 7-Sep-2024]

StudyMoose. (2016). Bullying in the Philippines . [Online]. Available at: https://studymoose.com/bullying-in-the-philippines-essay [Accessed: 7-Sep-2024]

• Bullying in Schools: Anti-Bullying Programs Pages: 2 (498 words)
• Speech on bullying Pages: 2 (410 words)
• Bullying and It's Effect on Students Pages: 8 (2328 words)
• Bullying is a National Concern in Our Schools and Society Pages: 8 (2116 words)
• The Effects and Consequences of Cyber-bullying Pages: 7 (1857 words)
• Speech About Bullying Pages: 3 (853 words)
• Workplace Bullying Pages: 9 (2438 words)
• LGBT Community, Bullying and Suicide Pages: 6 (1559 words)
• We need to Stop Bullying Pages: 5 (1238 words)
• What Do You Know aout Cyber Bullying? Pages: 8 (2145 words)

👋 Hi! I’m your smart assistant Amy!

Don’t know where to start? Type your requirements and I’ll connect you to an academic expert within 3 minutes.

• How Filipino Youth Identify and Act on Social Media Bullying and Harassment
• Research Centers

How Filipino Youth Identify and Act  on Bullying and Harassment on Social Media

Project Investigators

Cheryll Ruth Soriano, PhD Jason Vincent  Cabañes, PhD Jan Michael Bernadas, PhD Maria Caridad Tarroja, PhD Kimberly Kaye Mata, MS, RPm, RPsy

About the Project and the Report

Young people worldwide are increasingly seeing social media as a favored form of communication as they engage in a range of interactions–from keeping track of friends and expanding social circles, to expressing and creating their identities. Despite its important social and developmental uses, media and scholarly reports have raised concerns on the instances of bullying and harassment on social media, especially for the youth.

This study,  How Filipino Youth Identify and Act on Bullying and Harassment on Social Media , approached the question of bullying and harassment on social media with the premise that these are communicative and socially constructed. It drew from online in-depth interviews with 152 Filipino youth aged 15-24 from four sites across the country: Manila (for National Capital Region), Batangas (for Balance Luzon), Negros Occidental (for Visayas), and Misamis Occidental (for Mindanao) to understand and spotlight what young Filipinos consider as constitutive of bullying and harassment on social media, and how they are impacted by and act on them.

The Report offers data-driven recommendations for platforms, schools, guardians, and the youth in terms of how social media bullying and harassment can be prevented and its impact for victims mitigated.

It includes multimedia materials (in Tagalog, Bisaya, and Hiligaynon) produced for the youth, guardians, and the schools.

The Report should be of interest to a wide audience: the youth, youth organizers, guardians, teachers and guidance counselors, platform companies, technology designers, as well as government agencies and development organizations involved in projects concerning the youth and digital well-being.

The project is administratively supported by DLSU’s Social Development Research Center.

The project is funded under Facebook’s Content Policy Research grant.

You may access the full report here .

Watch these Videos

  Identifying Multiple Forms of Online Bullying and Harassment

Reporting Online Bullying and Harassment

Helping Peers Cope with Online Bullying and Harassment

Information Posters

• 24/7 Crisis Hotline:​
• 0917-899-8727
• 24/7 Crisis Hotline:
• DOH-NCMH 24/7 Crisis Hotline:​

MentalHealthPH

• March 29, 2023
• #UsapTayo , Campaigns , Online
• End The Stigma!

Home » Blog » Bullying and Violence in School

Bullying and Violence in School

March 30, 2023

Writers: Christopher Jan R. Dumaguin, Rafael Reyes, Richardson dR Mojica Researcher: Christopher Jan R. Dumaguin, Rafael Reyes Editor:  K Ballesteros Graphics: Jacklyn Moral

“Normalized” Culture of Bullying and Violence in the Philippines 

While no one can deny the importance of parenting, school, counseling, and other efforts to take action against bullying, sometimes the government must step in. Where power and class struggle become major factors in instances of bullying, the government is charged with the protection of vulnerable individuals and communities [1]. 

The Civil Society Network for Education Reforms (E-Net Philippines), in a statement, expressed concern about the alleged culture of bullying, emotional abuse, sexual abuse, and violence happening at the Philippine High School for the Arts (PHSA). E-Net also noted a letter addressed to PHSA administrators signed by 89 current students and 79 alumni in January 2022. The said letter demanded school leadership to investigate the alleged abuses and ensure “safe spaces” at the resumption of physical classes post-lockdown in August [2].

The United Nations Children’s Fund (UNICEF) reported that one in three young people in 30 countries said they had been a victim of online bullying, with one in five saying they skipped school due to cyberbullying and violence. Social media is a huge influence on children’s lives and being constantly connected to the Internet also comes with many risks, including online sexual exploitation of children and adolescents [3].

In the Philippines, recent national data has shown that cyberviolence affects almost half of the children aged 13-17. One-third of cyberviolence experienced by Filipino children is in the form of verbal abuse over the internet or mobile phone, while a fourth is through receiving sexual messages. Young girls receive messages of sexual nature or content more than their male peers. However, twice as many males than females reported having their nude body or sexual activities, whether real or falsified, shown on the internet or mobile phone [3].

Violence against children, in all forms including online bullying or cyberbullying, has devastating effects on the physical and emotional wellbeing of young people. This can create lasting emotional and psychological scars, even physical harm. It is particularly challenging to address since children are vulnerable and have easy access to the internet, making them easy targets of online violence [3].

A Sociocultural Perspective of Bullying 

When bullying comes to mind, the most-often model imagined is between two people: the bully and the bullied. In reality, factors like other community members and culture also enable bullying.  [4].

To get to the root causes of bullying, it is best to examine what risk factors become causes for concern [4]:

• At the individual level, one’s biological and personal history can increase the likelihood of being bullies or victims of bullying.
• At the interpersonal level, one’s relationship among families, peers, and what are socially accepted behaviors—such as normalized aggression within one’s circles—can predispose one to becoming part of bullying.
• At the community level, the members of the school and neighborhood can influence the likelihood of bullying in the environment. In schools, the organization’s core values, the presence of gangs, and the rate of unemployment are some risk factors to keep in mind.
• At the larger, societal level, social and cultural norms take center stage. For example, when aggression is normalized instead of compassion, bullying becomes more prevalent.

To effectively reduce bullying, the systems in place require change, especially at the larger social and school levels [4]. When the environment we belong in fosters compassion and care, it’s easier and “feels right” to choose peace.

What Works in Anti-Bullying Programs? 

If change is necessary at the societal and school levels, then it makes sense to see what have been deemed effective programs and policies for preventing bullying at those levels.

There are two expected outcomes when it comes to anti-bullying programs: reducing perpetration (or becoming bullies) and victimization (or becoming the bullied). A meta-analysis of effective intervention components shows that some components work better in reducing bullies than bullied, and only two components have a significant effect in reducing both instances: Informal peer involvement and information for parents [5].

Informal peer involvement refers to interventions that involve interactions with peers and discussing bullying experiences and attitudes without calling out the bullies or victims [5]. By not isolating the bullies and victims and allowing them to participate in the group discussions, there can be room for them—and bystanders—to do the right thing and uphold the values which promote harmonious relationships.

Parents and guardians may play a role in preventing bullying in both bullies and victims. They should be involved by the school faculty and administration in collaborative dialogue rather than only information meetings [5]. Communicating key information through letters and leaflets directly provided is one way to allow parents and guardians to be well-informed and involved in anti-bullying programs [5].

While there are many other components to anti-bullying programs, there is no significant difference between programs varying in the number of involved components [5]. Thus, even a simple anti-bullying program in place has proven to reduce around 19% to 20% of bullying perpetrations [6]. In an ideal world, most institutions would have comprehensive programs laid out to effectively address a wide range of situations. In practice, it is costly to develop and implement such comprehensive programs. It is reassuring resource-strapped schools to know that anti-bullying initiatives can be as simple as educating their communities of the problem and what the right thing to do is.

Precautionary Measures on Bullying and Violence in School: If not now, then when? 

Critical to alleviating the immediate consequences of bullying and violence are comprehensive and effective approaches that address its social determinants, such as social change, rapid demographic, and low levels of social protection. Educating students to be empathic paves the way towards accommodating political differences and empowering students, faculty, diverse communities, and the Philippine nation altogether.

To emphasize the urgent need is to make everyone aware of the apt strategies and commitment for supporting and protecting students in rules and practices that can yield a sustainable, safe and positive school climate. Campaigns must communicate that bullying, sexual harassment, and violence should never be tolerated, and any person who engages in these unlawful behaviors will be held accountable. By implementing enabling laws such as R.A. No. 11313, otherwise known as The Safe Spaces Act which covers all forms of gender-based sexual harassment (GBSH) committed in public spaces, educational or training institutions, workplaces, and online spaces, we can live in a judgement-free zone where we can safely let our guard down, just be truly ourselves, and maintain our good mental health.

Session Questions

1. How may we encourage bullied individuals to speak out?  

2. What anti-bullying programs do you know? What makes them effective?  

3. What is your message to bullies to help them take accountability?

• Haider, A et al. (2023). Violence and Bullying in Educational Institutions. Retrieved at https://academiamag.com/save/2023/01/violence-and-bullying-in-educational-institutions/
• Hernando-Malipot, M. (2022). Normalization of Bullying , Abuse in PHSA condemned; authorities urged to act. Retrieved at https://mb.com.ph/2022/7/8/normalization-of-bullying-abuse-in-phsa-condemned-authorities-urged-to-act
• Gimeno, J. (2019). Online Bullying remains Prevalent in the Philippines. Retrieved at https://www.unicef.org/philippines/press-releases/online-bullying-remains-prevalent-philippines-other-countries
• Maunder, R. E., & Crafter, S. (2018). School bullying from a sociocultural perspective. Aggression and Violent Behavior, 38 , 13–20. https://doi.org/10.1016/j.avb.2017.10.010
• Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, 85 , 37–56. https://doi.org/10.1016/j.jsp.2020.12.002
• Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45 , 111–133. https://doi.org/10.1016/j.avb.2018.07.001

Recommended Reading

ABC (MH) = A Back to Classroom (Mental Health)

August 10, 2022 Writers: Marie Nicole Ingrid Lusterio and Christopher Jan Dumaguin Researcher: Marie Nicole Ingrid Lusterio Editor: Alvin Joseph

#VoicesOfHope: Turning Tables

[Trigger Warnings: Bullying, Death threats, Hate messages] High school is supposed to be the best years of your life, but

#MHTalks S2E01: How should we look at Mental Health?

This October, MentalHealthPH invites you to follow our four-part #MHTalks series on caring for one’s mental health through Self, Society,

A Pandemic Wage-Earner: The Typical Steve

May 30, 2021   Writers: Alvin Joseph Mapoy, Tobey Fhar Isaac Calayo Researchers: Rafael Reyes, Kyra Ballesteros Graphics: Krystle Mae

#MentalHealthPH

• About Our Organization
• How We Work
• Meet the Team
• Media Mentions
• #VoicesOfHope
• #40SecondsOfHope

Get Involved

• Add a Directory Listing
• Share Your Story
• Volunteer with Us
• Partner with Us
• Start Your Own Chapter
• Make a Donation

Join our newsletter!

• Don't worry, we hate spam too!

Philippine E-Journals

Home ⇛ philippine journal of counseling psychology ⇛ vol. 18 no. 1 (2016), understanding bullying experiences among filipino high school students from a socio-cultural perspective.

Nerissa R. Buot | Yayetta C. de la Peña

Using a socio-cultural perspective, the study developed a 48-item assessment tool that reflected the context-specific bullying experiences of Filipino high school students. Scale items were generated from the one-on-one interview results conducted among bullied high school students and from existing literature and studies on bullying. Exploratory Factor Analysis yielded a 3-factor structure of bullying experience, namely, physical, verbal-social, and indirect-emotional bullying. To validate the identified factor structures, the revised scale consisting of 48 items was administered to another set of public and private high school students. Confirmatory Factor Analysis results confirmed the dimensions, and the items in each factor showed high internal consistency. Further examination of the prevalence of bullying experience of high school students and whether the incidence differs between students from public and private high schools revealed no significant difference. Results suggest that bullying exists in both public and private high schools.

Share Article:

ISSN 1655-1702 (Print)

• Cite this paper
• ">Indexing metadata
• Print version

Copyright © 2024  KITE Digital Educational Solutions |   Exclusively distributed by CE-Logic Terms and Conditions -->

New DLSU study sheds light on how Filipino youth experience cyberbullying | ABS-CBN News

New DLSU study sheds light on how Filipino youth experience cyberbullying

ADVERTISEMENT

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Child Health Nurs Res
• v.27(1); 2021 Jan

Empathy, cyberbullying, and cybervictimization among Filipino adolescents

Tadena shannen.

1 Graduate Student, School of Nursing, Hallym University, Chuncheon, Korea

Shin-Jeong Kim

2 Professor, School of Nursing, Research Institute of Nursing Science, Hallym University, Chuncheon, Korea

Jungmin Lee

3 Lecturer, School of Nursing, Hallym University, Chuncheon, Korea

The purpose of this study was to gain insights into empathy, cyberbullying, and cybervictimization among Filipino adolescents.

The participants were 168 junior high school students in the 7th to 10th grades at a public high school in Cavite Province, Philippines. Data were collected on demographic characteristics, the Basic Empathy Scale, and Revised Cyber Bullying Inventory-II scores. The data were analyzed in SPSS using descriptive statistics (frequency and mean), the independent t-test, bivariate correlation, and one-way analysis of variance.

The degree of empathy did not show a statistically significant relationship with cyberbullying (r=−.07, p =.359) but did show a significant relationship with cybervictimization (r=.18, p =.025). Furthermore, cyberbullying had a statistically significant association with cybervictimization (r=.60, p <.001).

Although empathy does not necessarily affect cyberbullying, higher levels of empathy were found among cyberbullying victims. However, an alarming result of this study is the possibility that victims may become cyberbullies. Therefore, we should highlight empathy as part of efforts to prevent cyberbullying and to solve various cyber-related problems. Since cyberbullying and cybervictimization are closely related, it is important to focus on this relationship and to make multilateral efforts to ensure that cyberbullying does not lead to other negative issues.

INTRODUCTION

Cyberbullying is more harmful than other types of violence because a negative post or comment can reach a limit-less number of social media (SM) users, thereby increasing the opportunity of prolonged exposure and permanency [ 1 , 2 ]. Furthermore, younger generations currently tend to embrace the use of SM [ 1 ]. A term related to “cyberbullying” is “cybervictimization’, which refers to the experience of being victimized through the use of electronic information on the internet [ 2 ]. Cyberbullying is considered to be a form of violent behavior; therefore, it is expected that cyberbullying causes detrimental effects for both the victim and the perpetrator.

The use of the internet for SM has steadily grown over time. As of January 2020, the estimated number of active SM users worldwide was 3.8 billion, reflecting an increase from the number of 3.4 billion in January 2019 [ 3 ]. In particular, during the coronavirus disease 2019 (COVID-19) pandemic, there has been an increase in the number of digital platform users [ 4 ]. Individuals are now actively posting their new achievements during the pandemic lockdown and expressing their opinions more vocally than before, as SM is now the most frequently used communication method for most individuals [ 4 ]. One study showed that as SM use increases, students who are prone to bullying are more likely to face cyberbullying [ 4 ]. There can be a limitless exchange of information among the SM users, and this information can sometimes be used in negative ways that may cause harm or make someone feel harassed. The act of harassing or harming someone via the use of SM is called cyberbullying. Cyberbullying can happen by sending harassing messages, posting derogatory comments on SM sites, posting humiliating pictures, and threatening someone electronically [ 5 ].

Victims of cyberbullying usually report feelings of depression, anger, frustration, and even suicidal thoughts. Cyberbullying has been found to be linked to low self-esteem, family problems, academic problems, violence, and delinquent behaviors [ 1 , 4 ]. In general, the estimated number of adolescents experiencing cyberbullying is around 10%-40%, although the percentage depends on age and the definition of cyberbullying used in the study [ 1 , 2 ]. In the United States, among a sample of 5,700 middle to high school students, 33.8% admitted to being cyberbullied, while 11.5% admitted to being perpetrators of cyberbullying [ 1 ]. In South Korea, 10.8% of 50,000 elementary to high school students experienced cyberbullying [ 6 ]. In a survey conducted in the Philippines, it was found that 80% of 1,143 respondents aged 13-16 years experienced cyberbullying [ 7 ].

A psychological factor related to the development of violent behavior is having a low empathy level. Empathy can be defined using two dimensions: cognitive and affective. Cognitive empathy is the ability to communicate, tolerate, recognize, and perceive emotions, while affective empathy refers to the ability to perceive and share both the positive and negative emotions of other people [ 8 ]. A study showed that lower levels of empathy increased the development of violent or aggressive behaviors, while a higher level of empathy decreased the development of violent or aggressive behaviors [ 9 ]. Since cyberbullying is considered to be a violent behavior, it is possible that empathy influences cyberbullying.

Adolescence is an important developmental stage when adolescents transition from childhood to adulthood. The changes experienced by adolescents also affect their roles in their family, with friends, and in their communities. Thus, it is vital to pay special attention to adolescents [ 10 ]. The parents of Filipino adolescents set the expectation that they are to be aware of their actions and the consequences corresponding to those actions [ 11 ]. Camaraderie is a factor valued by Filipino adolescents, which is why it is natural for them to be friendly, resulting in the expectation that they know how to empathize with someone [ 11 ]. Nonetheless, little research has discussed Filipino adolescents’ characteristics, and although favorable characteristics have been mentioned, there has been an increase in cases of cyberbullying in the Philippines [ 7 ].

It has been reported that inhabitants of the Philippines spend an average of 4 hours a day using SM, exceeding the values reported for other countries [ 3 ]. Since prolonged exposure to SM can increase victimization, Filipinos may be exposed to the harmful effects of SM for a longer time than others [ 1 ]. Although there has been an increase in the number of cases of cyberbullying in the Philippines, little research has tackled this issue. Because of the detrimental effects of cyberbullying, it is important for adolescents to be aware of its seriousness and the importance of putting an end to this violent behavior. Since adolescence is a vital stage of life, it is important to properly guide adolescents throughout this period. To the researchers’ knowledge, no published study has yet investigated empathy among Filipino adolescents and its possible influence on cyberbullying and cybervictimization.

The purpose of this study was to investigate empathy, cyberbullying, and cybervictimization among Filipino adolescents, with the following specific goals:

• To identify the degree of empathy, cyberbullying, and cybervictimization among junior high school students.
• To identify differences in empathy, cyberbullying, and cybervictimization according to participants’ general characteristics.
• To identify the relationships among empathy, cyberbullying, and degree of cybervictimization.

2. Theoretical Framework

Two theoretical frameworks were used to support the study: the social learning theory developed by Albert Bandura [ 12 ] and the general strain theory developed by Robert Agnew [ 13 ] ( Figure 1 ).

Empathy, cyberbullying, and cybervictimization framework.

Social learning theory [ 12 ] reflects the understanding that a person learns and develops attitudes, behaviors, and emotional reactions by observing others’ actions. It combines cognitive and behavioral learning theory. Cyberbullying incidents and SM may influence ones’ empathy due to what a person observes or experiences through SM. Along with other factors that may also affect someone’s empathy, a person might, or might not, engage in cyberbullying.

General strain theory [ 13 ] supports the assumption that negative experiences can lead to strain or stress. Victimization is considered a stressful experience, and according to this theory, experiences of stress or strain may cause a person to perform a positive or negative action to decrease the stress or strain. Within this framework, the study used general strain theory to investigate whether cybervictimization increased victims’ likelihood to engage in cyberbullying as a response to the strain that they experienced.

1. Study Design

This research is a descriptive study using a questionnaire to investigate empathy, cyberbullying, and cybervictimization among Filipino adolescents.

2. Participants

The participants were junior high school students who were currently enrolled in a public secondary school in Cavite Province, Philippines. Junior high school is the term used in the Philippines to describe grade 7 to 10 students, whereas in South Korea, the term middle or high school is used. The participants were students from grades 7 to 10 who were aged 12 to 19 years old and used SM applications. The school was selected using convenience sampling. The sample size for the correlation was calculated using G*Power 3.1.9.2. The results indicated that 164 participants were needed for an effect size of .25, a significance level of .05, and a test power of .95. Anticipating an 80% response rate, 201 participants were recruited. Responses from 168 participants were analyzed after excluding uncompleted questionnaires.

3. Measurements

The Basic Empathy Scale was developed by Jolliffe and Farrington [ 14 ] and validated among 363 adolescents (grade 10) in the United Kingdom. The scale is a 20-item instrument with two subscales (cognitive empathy with 9 items, Cronbach’s α = .79; affective empathy with 11 items, Cronbach’s α = .85). It is a 5-point Likert-type scale (strongly disagree=1, disagree=2, neutral=3, agree=4, and strongly agree=5). Eight items are reverse-scored. A higher score indicates a higher empathy level [ 14 ]. For the current study, four items were omitted to obtain a more acceptable Cronbach’s α. Each of the eight items was used to measure cognitive empathy and affective empathy. Cronbach’s α values of .67 for the complete empathy scale, .51 for cognitive empathy, and .52 for affective empathy were recorded. Cronbach’s α values ranging from .50 to .75 are generally accepted because these values indicate moderate reliability [ 15 ]. The researcher conducted a pilot study without omitting the four questions and recorded a Cronbach’s α of .79 for the complete empathy scale, .67 for cognitive empathy, and .65 for affective empathy. After omitting the four questions, Cronbach’s α values of .81 for the complete empathy scale, .80 for cognitive empathy, and .66 for affective empathy were recorded.

2) Cyberbullying and cybervictimization

The Revised Cyber Bullying (Cyber Victim) Inventory-II is the second revision of the tool developed by Topcu and Erdur-Baker [ 16 ] and validated among 1,803 high school students attending public high school in Ankara, Turkey. The purpose of the revision was to update and eliminate specific technology names. Consisting of 10 items, participants rate each item twice (once for reporting cyberbullying experience and once for reporting cybervictimization) on a 4-point rating scale (1=never, 2=once, 3=twice or three times, 4=more than three times). Scores are added to achieve the total score in each form. A total score of 10 means being not involved in cyberbullying or cybervictimization, respectively, whereas a higher score indicates more frequent engagement in cyberbullying and cybervictimization. The Cronbach’s α coefficients were .80 for the cybervictimization part and .79 for the cyberbullying part [ 17 ]. In this study, Cronbach’s α values of .80 for cyberbullying and .75 for cybervictimization were recorded. A pilot study recorded a Cronbach’s α of .88 for the entire questionnaire, .57 for the cyberbullying subscale, and .92 for the cybervictimization subscale.

3) Content validity index

The modified questionnaire used in this study to measure empathy was reviewed and approved by a group of experts, including two professors from the child and adolescent department and three nurses who had both worked in a pediatric unit at a university hospital for over 5 years and had doctoral degrees in nursing. The content validity index was .91 using the rating of item relevance.

4. Data Collection Method

After receiving approval to conduct the study from the Institutional Review Board of Hallym University, the researcher coordinated with a teacher at a public secondary school in the Philippines. The researcher was endorsed by the school principal, and a letter describing the timetable for gathering data, the research tools, the purpose of the study, and permission to conduct the study was personally given. After receiving permission to conduct the study, endorsement letters, student and parental consent forms were distributed to the students and were signed by both the student and parents as proof that they agreed to participate in the study. After receiving the consent forms, a pilot study was conducted among two students from each grade level to assess the validity of the tool. After validation, the researcher collected data by distributing the questionnaires, giving instructions, and remaining in the classroom for the duration of questionnaire completion be able to respond to any questions or clarification from the participants. It took around 15 minutes for each class to complete the questionnaires. The collected questionnaires were kept and locked in the cabinet of the corresponding author’s research room and were not accessible to any other researchers.

5. Ethical Considerations

The two instruments used in this study were approved for use by the original authors through email. In addition, the study was conducted after receiving approval from the Institutional Review Board of Hallym University (HIRB-2019-092). The study was conducted at a public secondary school. The researcher explained the purpose and procedure of the research to the participants who agreed to participate by completing an informed consent form. Assurance was given that the results of the study would only be used for the current study and that the anonymity of the participants would be maintained. Participants were provided snacks worth about $1 per person as compensation.

6. Statistical Analysis

Data were analyzed using SPSS for Windows version 25 (IBM Corp., Armonk, NY, USA). Participants’ demographic characteristics were analyzed in terms of percentage, frequency, and mean±standard deviation. The Shapiro-Wilk hypothesis test and the Levene test for equality of variance were performed to confirm the normality of the distribution and within-group normality. The t-test and analysis of variance were conducted to identify differences in empathy, cyberbullying, and cybervictimization according to participants’ characteristics. The Duncan multiple range test was used to determine specific differences between pairs of means. Bivariate correlation analysis was conducted to assess the relationships among empathy, cyberbullying, and cybervictimization

1. Descriptive Characteristics of the Participants

The descriptive characteristics of the participants are shown in Table 1 . Of the 168 participants, 44.0%(n=74) were male and 56.0%(n=94) were female, and their ages were 12-19 years old, with a mean of 14.3±1.4 years. Forty-four (26.2%) of the participants were in the 10th grade, followed by 25.6 % (n=43) in eighth grade, 24.4% (n=41) in seventh grade, and 23.8% (n=40) in the ninth grade. The most commonly utilized SM platform by the participants was Facebook (98.8%; n= 166). The average time of SM usage per day was 296.1±266.1 minutes (4.93 hours or almost 5 hours). Among the 168 participants, the majority used SM applications more than seven times per day (n=57, 34.3%), followed by three to four times (n=46, 27.7%), five to six times (n=39, 23.5%), and one to two times (n=24, 14.5%). The cell phone was the primary device used to check SM platforms (n=154, 91.7%). The predominant purpose of using SM was to watch videos (n=121, 72.0%), while the least common purpose was to read articles (n=62, 36.9%).

Demographic Characteristics of Participants ( N =168)

SM, social media; SNS, social networking site.

2. Degree of Empathy, Cyberbullying, and Cybervictimization

The content, mean score, and standard deviation of the Basic Empathy Scale and Revised Cyber Bullying Inventory-II are presented in Table 2 . The total mean score for empathy was 3.4±0.4 out of 5, indicating a high level of empathy among the participants. The item with the highest mean score was “I can understand my friend’s happiness when she/he does well at something” (3.7±1.1). Followed by “When someone is feeling ‘down’ I can usually understand how they feel” (3.6±1.2), “I often become sad when watching sad things on or in films” (3.6±1.3), “I can often understand how people are feeling even before they tell” (3.7±1.1), and “I can usually work out when people are cheerful” (3.6±1.1). The item with the lowest mean score was “I find it hard to know when my friends are frightened” (2.8±1.1). The average score was divided by 10 which is the number of items. Thus, for cyberbullying was 1.6±0.5, and that for cybervictimization was 1.7±0.6 out of 4, which indicated the existence of cyberbullying and cybervictimization, with a slightly higher score for the latter. “Insulting someone [on the internet]” was the item with the highest average score (1.9±1.0 for cyberbullying and 2.1±1.1 for cybervictimization), followed by “taking over the password of someone’s account [on the internet]”(1.8±0.9 for cyberbullying and 1.8±0.9 for cybervictimization). “Creating a humiliating website [on the internet]” showed the lowest mean score (1.1±0.5 for cyberbullying and 1.2±0.6 for cybervictimization).

Empathy, Cyberbullying, and Cybervictimization of the Participants ( N =168)

3. Differences in the Level of Empathy, Cyberbullying, and Cybervictimization According to Participants’ General Characteristics

Patterns in empathy, cyberbullying and cybervictimization according to participants’ general characteristics are shown in Table 3 . Total empathy, cognitive empathy, and affective empathy were significantly higher among female participants than among male participants (t=3.82, p <.001, t=2.19, p =.030, and t=4.05, p =.001, respectively). However, there were no significant differences in cyberbullying and cybervictimization by gender (t=0.20, p =.838, and t=0.35, p =.724, respectively).

Differences in Participants’ Empathy, Cyberbullying, and Cybervictimization According to Their Characteristics ( N =168)

There was a statistically significant difference in total empathy and both cognitive and affective empathy according to grade level (F=3.90, p =.010, F=3.80, p =.012, and F=3.45, p = .010, respectively). Empathy was significantly higher among grade 10 students than among students of the other grade levels, but the Duncan post hoc test showed no significant difference in the mean scores. In addition, participants’ grade showed a statistically significant association with cyberbullying (F=3.03, p =.031). Cyberbullying was significantly more common among students in grade 8 than among students of the other grade levels, but the Duncan post hoc test showed no significance. In addition, cybervictimization showed a statistically significant difference according to grade level (F=7.66, p <.001), and was also higher in grade 8 participants, but the Duncan post hoc test showed no significance.

Statistically significant differences in total empathy and both cognitive and affective empathy were found according to participants’ age (t=2.86, p =.005, t=2.67, p =.008, and t=2.51, p =.013, respectively). There were no significant differences in cyberbullying or cybervictimization by age (t=0.59, p =.558, and t=1.13, p =.262, respectively). Finally, there were no significant differences in any dependent variables according to the daily use of SM.

4. Correlations among Empathy, Cyberbullying, and Cybervictimization

Cybervictimization was significantly correlated with participants’ total empathy (r=.18, p =.025) and cognitive empathy (r=.17, p =.030), but not with affective empathy (r=.12, p =.114). Total empathy was not significantly correlated with cyberbullying (r=−.07, p =.359). Cyberbullying was significantly correlated with cybervictimization (r=.60, p <.001) ( Table 4 ).

Correlations among Empathy, Cyberbullying, and Cybervictimization ( N =168)

The Philippines has a total population of 108 million, of whom 73 million are active SM users [ 3 , 18 ]. In the current study, Facebook was the most used SM application used by adolescents. In 2020, Facebook had approximately of 2.4 billion monthly users worldwide, thus making it the most popular SM application [ 3 ]. In the Philippines, Facebook is currently the most popular SM application, with at least 70 million users, and most SM users use cellphones to access SM; this trend was also found in a study conducted among Filipino adolescents [ 18 ]. The Philippines have had the longest average daily time of SM use for 4 consecutive years, which reached 4 hours in 2020 [ 3 ]. This finding is in line with the current study, which recorded an average of almost 5 hours of SM use. Most respondents used SM to watch videos (n=121) and for communication (n=106). Watching videos and communication were also the top 2 purposes of using SM in an earlier study [ 18 ].

Filipinos have been observed to value camaraderie and find it natural to be friendly to others, for which reason they place considerable importance on interpersonal relationships [ 11 ]. The importance placed on friendship may be interpreted as reflecting a high level of empathy among Filipino adolescents. The existence of cyberbullying and cybervictimization was evident according to the findings of the study. Even with the increase in cyberbullying in the Philippines, some undocumented cases may exist due to victims’ fear of their situation being publicized. Some schools also tend to under-report cyberbullying due to fears of tarnishing the school’s reputation [ 19 ].

Demographic characteristics are believed to possibly influence empathy, cyberbullying, and cybervictimization. A significant relationship was found between empathy and gender in the current study, with female adolescents scoring higher for empathy than male adolescents. This may result from gender expectations in Filipino culture between the two genders. Female adolescents are expected to help their mothers with chores and to take care of their siblings, which fosters nurturing characteristics and helps them to understand different emotions. In contrast, male adolescents are trained to be logical and independent, and to keep their emotions to themselves [ 20 ]. This may explain why the female participants in this study had a higher degree of empathy than the male participants. However, no significant relationship was found between cyberbullying or cybervictimization and gender, similar to another study conducted in the Philippines [ 21 ]. These results show that when considering factors influencing empathy, other demographic characteristics such as age, educational level, and economic level must also be considered, as well as gender. Thus, further research is needed to predict the variables that affect Filipino adolescents’ empathy regarding cyberbullying and cybervictimization.

The current study established a significant relationship between age and empathy. Another study also reported a similar result, and this relationship reflects the development of empathy, which grows with age until it reaches full development in adolescence [ 22 ]. However, some studies have reported a decrease in cognitive empathy and an increase in affective empathy in the elderly. A decrease in cognitive empathy may be related to reduced activity in brain areas associated with cognitive function [ 23 ].

No significant relationship was found between age and cybervictimization or cyberbullying in this study. This finding is similar to a study conducted among Filipino university students, where it was found that cyberbullying and cybervictimization experiences of students were not significantly related to their age [ 24 ].

There is scarce evidence regarding the relationships among grade level, empathy, cyberbullying, and cybervictimization. The current study identified a significant relationship between grade level and empathy, as well as with cyberbullying and cybervictimization. A study among grade 7-12 students found that the cognitive empathy of victims of cyberbullying was high [ 25 ]. However, in a comparison of cognitive empathy in cyberbully-victims (a term for victims who also engaged in cyberbullying) and bystanders, lower grade levels had higher levels of cognitive empathy than other groups, while higher grade levels had higher levels of cognitive empathy only among cyberbully-victims, but not bystanders. Furthermore, it was found that victimization increased after grade 7 and continued through grade 12 [ 25 ].

Empathy has consistently shown a negative relationship with antisocial behavior [ 15 ], implying that empathy may have a possible influence on cyberbullying. A study investigating the relationship between cyberbullying and empathy found out that a low level of both cognitive and affective empathy predicted cyberbullying [ 26 ]. The current study found no significant relationship between empathy and cyberbullying. The same result was found in another study, and a possible explanation for this result is that even though the participants had a high empathy level, which may make them sensitive to others’ emotions, they may have viewed cyberbullying as a normal phenomenon [ 27 ]. As such, it is crucial to provide Filipino adolescents with the necessary information to protect themselves against cyberbullying. In addition, active interest and participation of parents and teachers are needed for the development of programs, practices, and policies to protect and support this population from this problem.

Few studies have reported a relationship between empathy and cybervictimization. It was found that cybervictims scored higher than cyberbullies and uninvolved students or bystanders in both cognitive and affective empathy [ 28 ]. One study reported higher affective empathy among cybervictims [ 29 ]. Another study reported significant relationships of both cognitive and affective empathy with cybervictimization [ 30 ]. In the current study, total empathy and cognitive empathy, but not affective empathy, had significant relationships with cybervictimization. This finding of distinct relationships of cognitive and affective empathy with cybervictimization was not found in previous research. The significant relationship between cybervictimization and cognitive empathy may be explained by cybervictims’ capability to understand the perspective of others, while still having problematic social relationships, as shown by the lack of a significant association between affective empathy and cybervictimization. Furthermore, affective empathy is important in establishing social relationships [ 27 ].

Taking revenge is a possible response of a cybervictim to his or her bullies. The desire to take revenge may lead a cybervictim to engage in cyberbullying [ 30 ]. Another explanation is the application of general strain theory, which was developed by Agnew [ 13 ]. Greater exposure or experiences of cyberbullying may increase the likelihood that cybervictims will engage in cyberbullying to release their stress. This is an example of a negative response to strain. A study conducted in the Philippines and Turkey reported a positive relationship between cyberbullying and cybervictimization [ 21 ]. The current study yielded a significant relationship between cyberbullying and cybervictimization.

Several limitations were found in this study. The first is the length of the duration of data collection, which resulted in a small sample of participants from a single school. The second is that the researcher used convenience sampling to choose where to conduct the study and the participants to be included. Participants were picked by the teachers due to their availability and knowledge regarding SM use. The third is the use of a self-report survey. There is a possibility that students over-reported or misreported some data (e.g., SM time usage per day and the reasons for SM usage). The questionnaires used may have made the students feel discomfort, anxiety, and fear due to the questions. The fourth is the scarcity of articles about empathy, cyberbullying, cybervictimization, and characteristics of Filipino adolescents. The fifth is the reliability of the Basic Empathy Scale. This study recorded Cronbach’s α values of .67 for the total Basic Empathy Scale, .51 for the cognitive empathy subscale, and .52 for the affective empathy subscale. This is considered a low reliability score, but according to a book by Hinton et al. [ 15 ], a Cronbach’s α value ranging from .50 to .75 is accepted because it indicates moderate reliability.

Despite the limitations of this study, it still made a pertinent contribution to the study of empathy, cyberbullying, and cybervictimization.

The findings of this study shed important light on the issues of cyberbullying and cybervictimization, which could become more problematic in the COVID-19 pandemic. Empathy was not found to be negatively associated with cyberbullying. This can be explained by a lack of self-awareness, because some SM users post or send whatever they want without thinking about whether the content can harm others [ 1 ]. It is also possible that cyberbullying was viewed as a normal phenomenon, especially as SM use has increased over time. Cognitive empathy, but not affective empathy, was significantly associated with cybervictimization. It is possible for cybervictims to understand the emotions of others but still have difficulty in establishing social relationships or feeling the emotions of other people. The finding of this study that cyberbullying was significantly associated with cybervictimization is alarming. This relationship may be explained by the stress that cybervictims experience and their desire to take revenge on the perpetrators, especially since SM can be anonymously.

We expect that the findings of this study may contribute to the prevention of cyber-related problems among adolescents as it offers basic guidelines. Since adolescence can be a confusing period due to changes and transitions from childhood to adulthood, adolescents deserve special attention and guidance from people surrounding them. It is vital for parents, teachers, and even guardians to establish open and good communication with adolescents to properly guide them towards betterment. At this time, with one’s capacity to empathize, it is possible to become a bystander or a defender of a victim, for which reason we should highlight empathy in efforts to prevent and solve various types of cyber-related problems. We also suggest that as cyberbullying and cybervictimization are closely related, it is important to focus on this relationship and to make multilateral efforts to ensure that cyberbullying does not lead to other negative problems.

Acknowledgments

Conflict of interest

No existing or potential conflict of interest relevant to this article was reported.

Data availability

Please contact the corresponding author for data availability.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

CYBER BULLYING AMONG FILIPINO ADOLESCENTS

Related Papers

napat ruangnapakul

104 Published By: Blue Eyes Intelligence Engineering & Sciences Publication Retrieval Number: H10200688S19/19©BEIESP Abstract: The beginning of electronic based communication era has facilitate the human global communication. In today&#39;s world, social networking websites are an integral part of youth and kids. Although there are several benefits, there are also side effects; one of these side effects is the cyber bullying. Cyber bullying is a wilful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices. This paper conducted a systematic review of cyber bullying in Southeast Asia to investigate the current research in this area. Research in this area has been comparatively low, but in recent years has begun to appear and manifest. This paper, review studies in the 11 Southeast Asian countries. Multiple online databases were searched to identify studies published between 2000 and 2018, to summarize the main findings and the nature of th...

Computer in Human Behavior, 26(6), 1581-1590

Yun-yin Huang

Asian Journal of Medicine and Biomedicine

Safiya Amaran

The number of cases of cyber bullying reported in schools had been alarming in these recent years. Increased accessibility of mobile phone and internet among secondary school students have made them more susceptible of becoming cyber bullying victims. These victims consequently will encounter mental health problems such as depression and anger that may lead to psychosomatic disorder and suicidal attempt in severe cases. This study focussed on determining the prevalence of cyber bullying and its associated factors among secondary school students. A cross sectional study was conducted among 482 of Form 2 and Form 4 school students in Kuala Terengganu. Data were collected using self-administered questionnaires. Data were analysed by using SPSS version 22. The descriptive statistics was applied to obtain frequency and percentage for categorical data. Simple logistic regression and Pearson Chi-square were used to determine the association between the independent variables and cyber bully...

Social Work Chronicle

Publishing India Group

Bullying has been experienced by generation after generation, but a recent form of this phenomenon is particular to the Internet age and the arrival of mobile telecommunications devices. Cyberbullying involves harmful or harassing communications that are made using cell phones, computers, or other similar devices, and which have the potential to be repeated through sharing messages with others who also use this technology. This study explored the effects of cyberbullying on the youth in Lahore. The study used the theoretical frameworks of the social cognitive approach from media studies. The main objective of the study was to examine the possible effects of cyberbullying on the youth and also examine the comparison between online bullying and text message bullying. Data was collected through a survey comprising 200 young adults (aged 18 to 25) in Lahore. Quantitative analysis of the data revealed that there is a strong relationship between cyberbullying and the youth. Continuous use of mobile phones and social networking websites negatively affect the youth and distort the relationship with their families; it also badly affects their health, education, and their psychological and emotional behaviour. The study found that there were no gender differences in the effect of cyberbullying through online and text messages by young people.

Global Regional Review

sobia altaf

While forms of traditional bullying have been declining over the past two decades, cyber bullying has emerged as a modern form of bullying in recent times. Previous research studies have not been developed much on the issue of cyber bullying. The current study reviews the relevant research studies as the excessive usage of social media and by young people and different themes have been carried out from the help of the existing literature. The present study has synthesised current literature on: i) prevalence of cyber bullying among adolescents ii) huge level of cyber bullying occurrences in educational institutions iii) people who are more prone to be the victims and perpetrators iv) effects of cyber bullying on adolescence v) preventive measures for the wellbeing of Pakistani adolescents. In this article, the researcher reviews the literature related to cyber bullying conducted between the years from 2000 to 2019.

francine dehue

The New Educational Review

Miriam Niklová

Dr. Majid Sadeeq

Most of the research on cyber bullying available on the internet is of foreign origin. Research studies on this constant on Indian population are required. Thus calls for a narrative review of the available literature in foreign as well as Indian context. This present study tried to meet this requirement by presenting a narrative review on cyber bullying construct literature. Electronic data bases like Eric, Proquest, google scholar, J-gate, Eric were used as the data sources. Literature in the form of research articles and reviews articles were searched the words with the exact key words “cyber bullying” and “Indian” in the title was selected for study and literature on related key words was strictly ignored. The literature included research articles citing the first recorded case of bullying to certain latest finding in this subject in recent times. The study found that the use of technology is in rise in Indian, with the Indian youth spending at least an hour or two on the social networking sites being venerable to cyber bullying and suffering in due course owing to poor awareness and bad implementation ofcyber laws.

EURASIA Journal of Mathematics, Science and Technology Education

Fahriye Altinay

Procedia-Social and …

Ozgur Erdur , Giulia Mura , Davide Diamantini

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

ENDAH MURWANI (023890)

Faye Mishna

Tony L Talbert

Interactive Technology and Smart Education

Gonzalo Musitu

Nadia Omarali (Dani)

Ardian Tana

American Journal of Orthopsychiatry

Steven Solomon

Faye Mishna , Tahany Gadalla

American Journal of Biomedical Science & Research

American Journal of B I O M E D I C A L S C I E N C E & R E S E A R C H Biomedgrid

İlköğretim Online

Nergüz Bulut Serin

iJSRED Journal

Jason Vincent Cabanes

Triantoro Safaria , Triantoro Safaria

Revista de Psicodidactica / Journal of Psychodidactics

Vanesa Valderrey

Lucky Nurhadiyanto

Simona Mičová

Aggression and Violent Behavior

Nafsika Antoniadou

CyberPsychology & …

Sinem Siyahhan

Ergenlerin Siber Zorbalığa Maruz Kalmalarını Etkileyen Faktörler

SALİH SARIŞIK

Tamar Tarablus

George Fragulis

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

Are you or someone else in immediate danger?

Support Type

Philippines hotlines for bullying and cyberbullying, ncmh crisis hotline.

NCMH Crisis Hotline provides 24/7, free, compassionate and confidential support over the phone. We support everyone in...

Tawag Paglaum - Centro Bisaya

Tawag Paglaum Centro Bisaya is a helpline, that is available 24/7, for individuals struggling with emotional and suicidal...

Bantay Bata Helpline 163

Bantay Bata Helpline 163 offers free and confidential support over phone, 7 days a week from 7 AM to 7 PM. We are here for...

Online Chat

Are you a victim of bullying or shaming? Contact a hotline in Philippines for support.

Bullying affects children and adults at home, school, work and online, making victims feel trapped, isolated and alone. If you’ve ever been the victim of bullying, you need not suffer in silence. There are 3 helplines in Philippines where you can get the support and understanding you deserve. These are some common experiences of people being bullied:

• A popular or forceful person has told others not to be friends with you.
• You have been taunted, teased, threatened or harmed by others.
• You have been threatened or physically tripped, pushed, hit, kicked or spat at by someone.
• You have been repeatedly threatened or harmed by others.
• You have been trolled, insulted or humiliated on social media.
• Someone has made repeated negative comments about your appearance, culture, family, lifestyle or behaviour.
• Have you been publicly laughed at, taunted or purposely left out of groups and activities
• One or more people has repeatedly called you names and teased or humiliated you.

There are countless ways in which bullies can victimise others. Some are public and overt, while others are private and covert. Although you might feel rejected, self-conscious and afraid, you are not alone. Bullying is never a true reflection of who you are, how you look, or your life’s potential.

The victims of bullying are always innocent, and bullying is never deserved. Although you may feel trapped, alone or incapable, there are people in Philippines who care and can provide you support. Helpline volunteers and counselors will offer you a listening ear and will work through difficult emotions with you.

Find Philippines helplines & hotlines by topic

• Abuse & domestic violence
• Dementia & Alzheimers
• Eating & body image
• Gender & sexual identity
• Grief & loss
• Physical illness
• Pregnancy & abortion
• Relationships
• School & work
• Sexual abuse
• Substance use
• Supporting others
• Trauma & PTSD

Find A Helpline is a public service made with ♡ by ThroughLine . For business or commercial use, get in touch .

Copyright © 2024 ThroughLine Limited All rights reserved.

Filipino youth face wider range of cyberbullying – study

Filipino youth experience a wider range of bullying and harassment on social media than earlier studies, a research from De La Salle University (DLSU) has pointed out.

The DLSU study is based on a two-year research project covering Metro Manila, Batangas, Negros Occidental, and Misamis Occidental, and in a report titled “How Filipino Youth Identify and Act on Bullying and Harassment on Social Media” it was found that cyberbullying could be aimed not only at individuals, but also at groups, ideas, or beliefs.

RELATED STORY:  Comelec wants social media regulation law vs. online trolls

The project involved in-depth interviews with 152 Filipino youth aged 15 to 24 across different genders and educational status and the DLSU study was led by Prof. Cheryll Soriano

“We wanted to go beyond official definitions of social media bullying and harassment and hear what young people themselves had to say,” Cheryll Soriano said.

The study found three dimensions that young people use to identify bullying and harassment online: targets, acts, and spaces and the study noted that although victimization usually manifests through direct attacks on individuals, “the emphasis on groups and ideas as targets extends the argument that online bullying is an inter-group phenomenon and involves social processes.”

Staff Report

Related articles.

Philippine missions: Over 2,000 Filipinos given assistance on first week of UAE amnesty program

Final farewell: Dog’s last moments captured on CCTV

Alice Guo’s brother wishes to surrender to authorities

MoHAP’s annual flu awareness campaign begins Sept. 9

Privacy overview.