Bullying as Related to Emotional Quotient: Basis for Intervention Program

Abstract

INTRODUCTION

It is the policy of every school to provide a safe and nurturing educational environment to all of the students. Thus, they should protect students from bullying or aggressive behavior. This study was conducted primarily to assess the extent of bullying in schools and its relationship to the pupil's emotional quotient. The output is an intervention program to prevent bullying in school and to enhance behavior and emotional quotient of the pupils.

METHODS

This study employed the descriptive survey design to determine, describe, and analyze difference and relationship of the pupil's extent of being bullied or bullies and their emotional quotient. The respondents were selected randomly such that each member of a population had an equal chance of being included in this study. Data gathering was done with the use of a survey questionnaire.

RESULTS

Findings revealed that there is a significant difference on the emotional quotient between the bullies and bullied students. The emotional quotient with a weighted mean of 3.10 ofthe bullies is significantly higher than the emotional quotient (weighted mean of 2.26) of the bullies. The emotional quotient of the identified bullies is related to their extent of bullying practice along with verbal, indirect, and intimidation bullying. The bullies with lower emotional quotient practiced a higher extent of bullying and those with higher emotional quotient practiced a lower extent of bullying. It was also found out that there is a significant relationship between the emotional quotient of the identified bullies and their extent of verbal bullying, indirect bullying and social interaction, while the physical and cyber bullying are not related to their emotional quotient.

DISCUSSIONS

In view of the above findings and conclusions the following recommendations were offered. The school administrators need to report cases of bullying and activate school committees for child protection to supervise the pupils inside and outside of the school premises to prevent bullying. Pupils also need healthy outlets of emotion by providing them co-curricular and extra-curricular activities such as camping, clubbing and team buildings. There should also be opportunities by which teachers can explain and incorporate lessons and discussions that support social and emotional development and prevent consequences of bullying. Teachers have to be involved in the intervention programs on the appropriate way of dealing with bullying. There is also a need to design and create an outreach program to create awareness among parents and the community on bullying