Addressing Bullying Cases of Selected Grade Ten Students through Enhanced Peer Counseling

Abstract

INTRODUCTION

The purpose of this research is to implement an enhanced program for addressing bullying cases inside the classroom. The Enhanced Peer Counseling (EPC) approach includes the utilization of the four communication skills necessary during the process of peer counseling which was not present in the previous peer counseling program. Monitoring and evaluation were strictly implemented throughout the study through values sheets, self-assessment forms, recording, FGDs, and analysis.

METHODS

The participants of the study were selected Grade 10 students of NNHS. The data collection techniques include focused group discussion (students/parents/teachers), review of adviser's logbook, case study, and post-assessment evaluation. The data analysis techniques involve simple statistics and content analysis.

RESULTS

Based on the data gathered by the researchers, during the implementation of the program, the researchers found out that enhanced peer counseling is more useful than the former. The student participants became more open in communicating and sharing, making them release and share negative thoughts and feelings caused by bullying and other social problems. Compared to the previous records of 5-10 students who experience bullying per week, after the implementation of the enhanced peer counseling, there were only 3-5 students who still experienced bullying.

DISCUSSIONS

The findings show that the enhanced peer counseling is more useful than the former. With the previous peer counseling, students help each other by listening and sharing common experiences, exploring options and giving support which oftentimes happened outside the school premises. It does not have a definite structure or program. The enhanced peer counseling gives a clearer outlook and counseling process.