15–16 years
45 girls, 50 boys
Evaluating and interpreting quality of primary sources in an integrative review can be challenging, as noted by Whittemore and Knafl (2005) . Because qualitative methods were used for the studies included, a quality instrument that specifically assesses qualitative methods was used: the Critical Appraisal Skills Programme ( CASP; 2014 ; Lee, 2006 ). The CASP (2014) qualitative checklist was designed by a group of experts to be used, when reading qualitative literature to think about the quality of qualitative methods in a systematic way. This instrument was used to judge whether the article explicitly identified an aim, method, research design, recruitment strategy, data collection method, ethical issues, data analysis techniques, findings, added value to the literature, and whether the relationship between the researcher and participants was adequately considered. Based on the criteria from the CASP instrument, no articles were excluded due to quality issues. In general, the quality of the studies was determined to be sufficient. All studies had an appropriate methodology, reported their findings, and added value to the literature. The largest area of concern was the relationship between the researcher and participants; five of the studies did not address this issue ( Athanasiades & Deliyanni-Kouimtzis, 2010 ; Bell et al., 2014 ; Kulig, Hall, & Kalischuk, 2008 ; Lindsay & McPherson, 2012 ; Side & Johnson, 2014 ). This is an important area to address because bias can be introduced if the researcher does not examine her or his role and influence in the qualitative data collection process.
Across the 14 studies, different types of qualitative methods were used. Phenomenological methods were most commonly used ( n = 5), including the subtypes of interpretative phenomenological analysis ( Athanasiades & Deliyanni-Kouimtzis, 2010 ), the phenomenological hermeneutic mode of understanding ( Kvarme, Helseth, Sæteren, & Natvig, 2010 ), transcendental phenomenology ( Brown Hajdukova, Hornby, & Cushman, 2016 ), the descriptive phenomenological method ( Willis & Griffith, 2010 ), and general phenomenology ( Pister, 2014 ). Grounded theory methods were also used in three of the studies ( Pister, 2014 ; Shea & Wiener, 2003 ; Tenenbaum, Varjas, Meyers, & Parris, 2011 ). Two studies cited thematic semantic analysis as their method ( Berne, Frisén, & Kling, 2014 ; Side & Johnson, 2014 ). One study used qualitative description ( Kentel & McHugh, 2015 ), and another cited basic qualitative methodology ( Mishna, Wiener, & Pepler, 2008 ). Three studies did not mention a specific qualitative method that guided their work ( Bell et al., 2014 ; Kulig et al., 2008 ; Lindsay & McPherson, 2012 ).
Although the focus of this review was qualitative method studies, it is important to mention that four of the studies also included quantitative components, namely, self-report Likert-type scale surveys; therefore, they are classified as mixed methods ( Bell et al., 2014 ; Kulig et al., 2008 ; Mishna et al., 2008 ; Side & Johnson, 2014 ). Another important consideration is that studies included different types of interview methods: five of the studies used focus groups ( Athanasiades & Deliyanni-Kouimtzis, 2010 ; Bell et al., 2014 ; Berne et al., 2014 ; Kvarme et al., 2010 ; Tenenbaum et al., 2011 ), five used individual interviews ( Kentel & McHugh, 2015 ; Mishna et al., 2008 ; Pister, 2014 ; Shea & Wiener, 2003 ; Willis & Griffith, 2010 ), and four used both focus groups and individual interviews ( Brown Hajdukova et al., 2016 ; Kulig et al., 2008 ; Lindsay & McPherson, 2012 ; Side & Johnson, 2014 ).
Data collected and analyzed for this integrative review were explicitly identified prior to beginning the data collection process, as proposed by Whittemore and Knafl (2005) . Data for each article were extracted, including the terms used to describe the emotional experience of bullying victimization, sample size and characteristics, any special populations recruited, the country in which the research took place, the setting of the research, and strengths and limitations. Data regarding the emotional experience were taken from both the write-up in the article and the quotations from participants in the studies. Once extracted, the data from all primary sources were displayed in a chart and were compared iteratively.
Articles were published between 2003 and 2016. The sample size in the studies ranged from 4 to 102 participants. Participants were between the ages of 8 and 19 years. Studies were conducted in Canada, Greece, New Zealand, Norway, Sweden, the United Kingdom, and the United States. Most of the research was conducted in the school setting ( Athanasiades & Deliyanni-Kouimtzis, 2010 ; Berne et al., 2014 ; Brown Hajdukova et al., 2016 ; Kentel & McHugh, 2015 ; Kulig et al., 2008 ; Kvarme et al., 2010 ; Mishna et al., 2008 ; Pister, 2014 ; Side & Johnson, 2014 ; Tenenbaum et al., 2011 ; Willis & Griffith, 2010 ), two were performed in the community or home setting ( Bell et al., 2014 ; Shea & Wiener, 2003 ), and one in a pediatric rehabilitation center ( Lindsay & McPherson, 2012 ).
Some of the studies recruited specialty populations to describe their specific bullying experience. Certain studies selected participants with a specific diagnosis, such as attention deficit hyperactivity disorder ( Shea & Wiener, 2003 ) or cerebral palsy ( Lindsay & McPherson, 2012 ), while one included participants based on the general diagnosis of social, emotional, and behavioral difficulties ( Brown Hajdukova et al., 2016 ). Others recruited based on inclusion in an ethnic or cultural group, such as Lumbee youth ( Bell et al., 2014 ), Canadian Aboriginal youth ( Kentel & McHugh, 2015 ), or rural youth ( Kulig et al., 2008 ). A few of the studies aimed to look at specific gendered experiences related to bullying; thus, they only recruited males ( Brown Hajdukova et al., 2016 ; Shea & Wiener, 2003 ; Willis & Griffith, 2010 ) or females ( Kentel & McHugh, 2015 ).
There was a range of emotional experiences related to being a victim of bullying discussed in the articles ( Table 2 ). One of the most commonly mentioned emotions was sadness or depression; this response was found in 10 of the articles ( Bell et al., 2014 ; Berne et al., 2014 ; Brown Hajdukova et al., 2016 ; Kentel & McHugh, 2015 ; Kvarme et al., 2010 ; Mishna et al., 2008 ; Shea & Wiener, 2003 ; Side & Johnson, 2014 ; Tenenbaum et al., 2011 ; Willis & Griffith, 2010 ). The youths reported words such as sad, sadness, or “feel down” ( Kentel & McHugh, 2015 , p. 370). Self-esteem issues were also often mentioned, reported in seven of the articles ( Athanasiades & Deliyanni-Kouimtzis, 2010 ; Bell et al., 2014 ; Berne et al., 2014 ; Kentel & McHugh, 2015 ; Kulig et al., 2008 ; Kvarme et al., 2010 ; Willis & Griffith, 2010 ). In particular, the youths described feeling “not as good as the others” ( Kvarme et al., 2010 , p. 795). Another emotional reaction mentioned in seven of the articles was embarrassment or shame ( Berne et al., 2014 ; Kentel & McHugh, 2015 ; Kulig et al., 2008 ; Lindsay & McPherson, 2012 ; Shea & Wiener, 2003 ; Side & Johnson, 2014 ; Tenenbaum et al., 2011 ). In one article, a participant reported that the experience was “humiliating” ( Side & Johnson, 2014 , p. 225).
Emotions Experienced.
Emotion | Reference | Example |
---|---|---|
Sadness/depression | , , , ; , , , , , and | “If I get a comment, I feel like really bad, and I can be, you know, I can feel terrible for, like, years, like, over one single comment” ( , p. 531) “feel down” ( , p. 370) |
Self-esteem issues | , , , , , , and | “You feel out of place and feel that you are not as good as the other” ( , p. 795) “It [bullying] makes me feel like a pile of garbage, that people can just throw around!” ( , p. 7) |
Embarrassed | , , , , , , and | “You feel very small when this is happening to you, you don’t really like to talk about it with anybody because it is kind of embarrassing, when you know somebody is picking on you and you don’t want to tell” ( , p. 276) “humiliating” ( , p. 225) |
Fear/anxiety | , , , , , and | “I was like scared to go into school” ( , p. 225) |
Suicidal ideation | , , , , , and | “bullying is dangerous, because you can think of committing suicide” ( , p. 795) |
Anger | , , , , and | “I got very, very angry. I was about to punch somebody” ( , p. 214) |
Hurt | , , , , and | “Picking on someone, like emotionally hurting them verbally” ( , p. 370) |
Excluded/loneliness | , , , , and | “I felt like I was alone … I did feel extremely alone” ( , p. 225) |
Helplessness | and | “I was helpless” ( , p. 225) |
Powerlessness | and | “It made me feel like some people have massive power over some people… they just have so much power” ( , p. 225) |
Confused | and | “Sometimes I feel confused, like I don’t know why they are doing it and I don’t really know why they chose me.” ( , p. 128) |
Other emotional reactions were mentioned in fewer studies, and exemplar quotes are provided in Table 2 . Six of the studies mentioned suicidal thinking ( Bell et al., 2014 ; Berne et al., 2014 ; Kulig et al., 2008 ; Kvarme et al., 2010 ; Shea & Wiener, 2003 ; Side & Johnson, 2014 ) and anxiety or fear ( Athanasiades & Deliyanni-Kouimtzis, 2010 ; Kvarme et al., 2010 ; Mishna et al., 2008 ; Shea & Wiener, 2003 ; Side & Johnson, 2014 ; Willis & Griffith, 2010 ). Five of the studies mentioned feeling hurt ( Kentel & McHugh, 2015 ; Kvarme et al., 2010 ; Mishna et al., 2008 ; Pister, 2014 ; Tenenbaum et al., 2011 ), anger ( Brown Hajdukova et al., 2016 ; Mishna et al., 2008 ; Shea & Wiener, 2003 ; Side & Johnson, 2014 ; Willis & Griffith, 2010 ), and feeling excluded or lonely ( Brown Hajdukova et al., 2016 ; Kvarme et al., 2010 ; Lindsay & McPherson, 2012 ; Mishna et al., 2008 ; Shea & Wiener, 2003 ). Lastly, two of the studies reported feelings of helpless and powerlessness ( Kvarme et al., 2010 ; Side & Johnson, 2014 ) and confusion ( Mishna et al., 2008 ; Willis & Griffith, 2010 ).
We analyzed the findings from qualitative research about the emotional experience of bullying victimization in youths. This is an important contribution to the literature because much of the previous work on the emotional consequences of bullying comes from quantitative research. This review of the qualitative literature found that youths who were victims of bullying used many emotional adjectives to describe their feelings: (in order of prevalence) sadness, decreased self-esteem, embarrassment, fear, suicidal thinking, anger, feeling hurt, loneliness, powerlessness, helplessness, and confusion.
Examining the findings from this review and placing them within the context of prior findings resulting from quantitative method studies may provide additional insight into the effect of bullying victimization. As bullying research has grown, multiple systematic reviews and meta-analyses have been published documenting the quantitative method study findings, which is the strongest level of evidence ( Melnyk & Morrison-Beedy, 2012 ). A recent systematic review and meta-analysis were done examining bullying victimization and found statistically significant relationships between bullying victimization and depression, anxiety, nonsuicidal self-injury, and suicidal ideation. Odds ratios were calculated for the abovementioned emotional consequences. Highest odds ratios were found between frequent bullying victimization and (a) depression and (b) suicide attempts. A nearly fourfold increase in suicide attempts was found for youths who experience frequent (as opposed to “sometimes”) bullying victimization ( Moore et al., 2017 ). Similar results were found in a systematic review of cyberbullying and adolescent mental health. Findings from that study indicated that adolescents who were victims of cyberbullying were more likely to report symptoms of depression and suicidal ideation and behaviors ( Bottino et al., 2015 ). Another meta-analysis found moderate effect sizes for bullying victimization and suicidal ideation and suicidal behavior ( Holt et al., 2015 ). A meta-analysis was also performed looking at bullying victimization and self-esteem and found a significant negative correlation, meaning that as youths were more frequently bullied their self-esteem decreased ( Tsaousis, 2016 ).
The above mentioned systematic reviews and meta-analyses found results similar to this integrative review, in that the emotional reactions often mentioned included depression or sadness, anxiety or fear, suicidal ideation, and self-esteem issues. The current review reported herein additionally found that youths often report embarrassment as an emotional reaction to bullying, which has not previously been documented in quantitative research. Therefore, the new results found in this review point to a need to include measures on embarrassment or shame in future studies on bullying victimization. Importantly, many youths who are victims of bullying do not tell adults about the situation; therefore, feelings of embarrassment or shame should be explored in future studies as a potential reason for the lack of reporting.
Results of this review contribute to the growing field of literature on the consequences of bullying, in particular the emotional consequences. This review provides the first integrated review of the literature using qualitative methods to describe the emotional experience of bullying victimization of youths. Rigorous methodology as proposed by Whittemore and Knafl (2005) guided this review.
In the 14 qualitative studies included in this review, one strength was that most of the studies ( n = 11) explicitly stated the qualitative method used. It is important to be transparent in stating the qualitative methods used so that studies can be assessed for rigor, which has been a criticism of qualitative methods ( Anderson, 2010 ). Another strength of the research designs was that some of the studies used validation techniques recommended by Creswell (2013) . For example, Mishna, Wiener, and Pepler (2008) used triangulation with parents, teachers, vice principals, and principals to validate their findings. Shea and Wiener (2003) also used triangulation with teachers and parents. Kentel and McHugh (2015) used member checking to verify the results of their analysis with their participants. They also used prolonged engagement or spending extended time with the participants in their everyday world ( Creswell, 2013 ). Other researchers used constant comparison ( Berne et al., 2014 ; Kulig et al., 2008 ; Mishna et al., 2008 ; Shea & Wiener, 2003 ), as defined by Strauss and Corbin (1990) . The use of these validation methods is a strength of these particular studies; however, many authors did not explicitly discuss their validation methods, a major limitation of their research designs. Therefore, future qualitative work should consistently describe validation techniques to ensure the rigor of the research design.
Limitations among the studies included lack of design description in three of the studies ( Bell et al., 2014 ; Kulig et al., 2008 ; Lindsay & McPherson, 2012 ) and variance among the data collection techniques (focus groups, individual interviews, or both).
First, though bullying is the most common term used to describe this phenomenon in the English language, other terms are used, such as “cyber mobbing” or “peer victimization” ( Nocentini et al., 2010 ). Importantly, Nocentini and colleagues (2010) found that the term bullying arose consistently among youths when describing these behaviors, which is why only this term was included in the literature search. The broad term “qualitative” was also exclusively selected for the literature search because this would capture all research using qualitative methods, as opposed to limiting it to specific types of qualitative methods (i.e., grounded theory).
An important limitation of qualitative research is that authors may group content into themes, thus leaving out other terms the participants may have used to describe their emotional experience. Because this is the standard way to organize qualitative method studies, this is an inherent problem that could not be controlled for in this review. Many of the reviewed studies commented on this limitation and mentioned their use of constant comparison in grounded theory designs ( Strauss & Corbin, 1990 ) or open coding ( Kentel & McHugh, 2015 ; Pister, 2014 ; Shea & Wiener, 2003 ) to mitigate this limitation.
As one in five youths report being the victim of bullying on school property, bullying can be seen as a public health concern for youths in the school setting ( Kann et al., 2016 ). Consequently, school staff, especially school nurses, frequently encounter students who have been victims of bullying and suffer from adverse physical and emotional outcomes. The school setting is frequently where these students first present with concerns related to bullying; therefore, school nurses are often the first health-care provider to encounter, assess, and help treat these students. It is important for school nurses to be aware of the emotional experiences that were found in this review that may result from bullying victimization.
Based on this review, there are two main recommendations for school nurses when working with children who have been victims of bullying. First, it is important to note that youths often do not feel comfortable talking to an adult, including school staff, when they are experiencing bullying because they are worried about the adults overreacting to the situation or they are worried about being blamed for the situation ( Fenaughty & Harré, 2013 ). As was found by this review, feelings of embarrassment may also contribute to students’ reluctance to tell an adult when they are victims of bullying. Therefore, when school nurses encounter youths with the emotional symptoms found from this review (sadness, decreased self-esteem, embarrassment, fear, suicidal thinking, anger, feeling hurt, loneliness, powerlessness, helpless, and confusion), they should be suspect of bullying victimization and screen the student appropriately. This is in line with the position statement from the National Association of School Nurses (NASN) on Bullying Prevention in Schools , in that school nurses should be key players in identifying and responding to bullying in schools ( DeSisto & Smith, 2014 ). This recommendation from this review goes further to recommend that students with emotional symptoms frequently associated with bullying be screened for bullying rather than just unexplained somatic symptoms as recommended by the position statement ( DeSisto & Smith, 2014 ).
The second recommendation is that, when a student does present to the school nurse or other school staff with concerns related to bullying victimization, they should be screened for depression, anxiety, suicidal thinking, and decreased self-esteem (some of the most cited emotional consequences found from this review) and referred to the appropriate treatment services. This is an important recommendation because some students may not openly admit to the cause of adverse emotional experience unless directly asked. Again, this goes beyond the NASN position statement that school nurses should recognize and be knowledgeable about long-term consequences of bullying, but also that school nurses should screen students affected by bullying for emotional symptoms and refer to the appropriate treatment ( DeSisto & Smith, 2014 ).
Results generated from qualitative studies can provide valuable information documenting the emotional experience of youths who have been victims of bullying. Because most previous studies examining the negative consequences of bullying victimization have used quantitative methods, this review of qualitative method studies is an important addition to the literature. The results of this integrated review found that documented emotional experiences in youths who are victims of bullying include sadness, decreased self-esteem, embarrassment, fear, suicidal thinking, anger, feeling hurt, loneliness, powerlessness, helplessness, and confusion. An important distinction between previous quantitative studies documenting the consequences of bullying victimization and this review is that this review found embarrassment was the second most commonly mentioned emotional experience (along with decreased self-esteem). This finding points to a need to include measures on embarrassment in studies addressing bullying.
The author(s) received no financial support for the research, authorship, and/or publication of this article.
Elizabeth Hutson , MS, RN, PMHNP-BC, is a doctoral student at Ohio State University.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
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2015, Trauma, violence & abuse
School bullying and victimization are serious social problems in schools. Most empirical studies on bullying and peer victimization are quantitative and examine the prevalence of bullying, associated risk and protective factors, and negative outcomes. Conversely, there is limited qualitative research on the experiences of children and adolescents related to school bullying and victimization. We review qualitative research on school bullying and victimization published between 2004 and 2014. Twenty-four empirical research studies using qualitative methods were reviewed. We organize the findings from these studies into (1) emic, (2) context specific, (3) iterative, (4) power relations, and (5) naturalistic inquiry. We find that qualitative researchers have focused on elaborating on and explicating the experiences of bully perpetrators, victims, and bystanders in their own words. Directions for research and practice are also discussed.
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Despite numerous studies on the topic of bullying, there remains a dearth of information on how parents respond to bullying and the extent to which they are aware of their child’s bullying experiences. Using qualitative data from 54 parents in a southeastern state, we explore advice that parents give their children about how to respond when their child is a bullying victim and a bystander in a bullying incident and how fearful parents are of their child being a victim of bullying and reasons behind their fear. Findings demonstrate that parental messages about responding to bullying victimization and intervening on behalf of other bully victims generally mirror those provided by schools as part of their bullying prevention efforts. However, misunderstandings about bullying and bullying responses among parents limit the effectiveness of the strategies they suggest for their children. Implications for bullying prevention programs and research are also discussed.
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Recognized as complex and relational, researchers endorse a systems/social-ecological framework in examining bullying and cyberbullying. According to this framework, bullying and cyberbullying are examined across the nested social contexts in which youth live—encompassing individual features; relationships including family, peers, and educators; and ecological conditions such as digital technology. Qualitative inquiry of bullying and cyberbullying provides a research methodology capable of bringing to the fore salient discourses such as dominant social norms and otherwise invisible nuances such as motivations and dilemmas, which might not be accessed through quantitative studies. Through use of a longitudinal and multi-perspective mixed methods study, the purpose of the current paper is to demonstrate the ways qualitative interviews contextualize quantitative findings and to present novel discussion of how qualitative interviews explain and enrich the quantitative findings. The foll...
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Middle School Teachers’ Perspectives of Classroom Bullying by Sareta Brown EdS, Auburn University, 2001 MS, Auburn University, 1999 BS, Tennessee State University, 1976 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2014 Abstract Teachers are faced with numerous interruptive bullying behaviors in middle school classrooms, which brought the quality of education into question. Bullying victims have shown decreased rates of academic success, measured by lower grades, compared to those not involved in bullying. The purpose of this basic interpretative qualitative study was to explore the phenomenon of classroom bullying from the perspectives and experiences of 10 middle school teachers. The research questions examined teachers’ experiences in witnessing bullying in their classrooms and the strategies they used to identify and effectively avert bullying in school. Bandura’s theories of moral disengageme...
M. Candace Christensen
This is an exploratory study that uses a critical feminist approach to examine how parents perceive and respond to gendered bullying with children. Past research conceptualizes bullying from a feminist perspective and previous studies examine how parents perceive bullying. This study moves beyond earlier investigations by integrating these sites of inquiry. The author engages five fathers and eight mothers to participate in this study (n = 13). Data collection includes semi-structured individual interviews and the data analysis is based on a critical feminist approach to phenomenological inquiry. The data analysis shows how the majority of parents, in this study, do perceive and address bullying from a critical feminist perspective, in particular, according to three categories: (a) challenging binary thinking b) understanding identities/positionalities and c) perceiving/addressing gendered power relations. The results lay the foundation for practice and policy implications aimed at bullying prevention and future research to further examine social phenomenon related to gendered bullying.
Journal of Gay & Lesbian Social Services
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Rutha Jackson
Tonya Davis
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Data from 53 focus groups, which involved students from 10 to 18 years old, show that youngsters often interpret "cyberbullying" as "Internet bullying" and associate the phenomenon with a wide range of practices. In order to be considered "true" cyberbullying, these practices must meet several criteria. They should be intended to hurt (by the perpetrator) and perceived as hurtful (by the victim); be part of a repetitive pattern of negative offline or online actions; and be performed in a relationship characterized by a power imbalance (based on "real-life" power criteria, such as physical strength or age, and/or on ICT-related criteria such as technological know-how and anonymity).
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COMMENTS
School bullying research has a long history, stretching all the way back to a questionnaire study undertaken in the USA in the late 1800s (Burk, 1897).However, systematic school bullying research began in earnest in Scandinavia in the early 1970s with the work of Heinemann and Olweus ().Highlighting the extent to which research on bullying has grown exponentially since then, Smith et al. found ...
Norman Raotraot Galabo. ABSTRACT: The purpose of this qualitative case study was to describe the campus bullying experiences of senior high school students in a certain. secondary school at Davao ...
We review qualitative research on school bullying and victimization published between 2004 and 2014. Twenty-four empirical research studies using qualitative methods were reviewed. We organize the findings from these studies into (1) emic, (2) context specific, (3) iterative, (4) power relations, and (5) naturalistic inquiry.
seldom observed (Ergül, 2009). This research intends to investigate the process high school students who have witnessed bullying experience in bullying events. High school, where peer relationships have become more important, is an important period in young people's life. The qualitative stage of the research will
A Qualitative Study: Gendered Perceptions of Bullying Among Adolescents at a Boys and Girls Club by Beverly Small Chandley Bullying is a form of peer violence needing extensive research to help understand the differences in gender for the prevention of such behavior. Most research has been performed in school settings and in a quantitative manner.
PDF | On Aug 12, 2022, Paul Horton and others published Qualitative Methods in School Bullying and Cyberbullying Research: An Introduction to the Special Issue | Find, read and cite all the ...
Bullying is a significant problem that has received a great amount of research attention, yet a basic definition of bullying has proven challenging for researchers to agree upon. Differences of definitions between academics and the public pose additional problems for the ongoing study and prevention of bullying. Qualitative methodologies may afford unique insights into the conceptualization of ...
Qualitative research provides opportunities to study bullying and peer harassment as social processes, interactions and meaning-making in the everyday context of particular settings. It offers the possibility of developing a deep understanding of the culture and group processes of bullying and the participants' perspectives on peer harassment ...
We review qualitative research on school bullying and victimization published between 2004 and 2014. Twenty-four empirical research studies using qualitative methods were reviewed.
ing qualitative research focused on topics such as whether youth justify bullying behavior, how youth view bullying as a school related issue, why youth believe bullying occurs, experiences with homophobic bullying, and bullying in residential treatment facilities. While some qualitative and mixed methods studies have examined how cyber vic-
in some cases bullying can lead to "school-related victimizations" (Howell, 1997). Bullying has been defined as "repeated oppression, psychological or physical, of a less powerful person by a more powerful one" (Howell, 1997, p. 144). Success in the learning environment is not ensured by the absence of bullying, but
This impact affects psychological. aspects and can disrupt children's social, emo tional and academic development. Research aims to dig deeper into how bullying affects children's psychological ...
Bullying is a significant problem that has received a great amount of research attention, y et a basic definition of bullying has proven challenging f or researchers to agree upon.
Recognized as complex and relational, researchers endorse a systems/social-ecological framework in examining bullying and cyberbullying. According to this framework, bullying and cyberbullying are examined across the nested social contexts in which youth live—encompassing individual features; relationships including family, peers, and educators; and ecological conditions such as digital ...
Patton et al. (2017) in their systematic review of qualitative methods used in bullying research, found that the use of such methods can enhance academic and practitioner understanding of bullying. ... Title: Author(s) and year: Design: Methods: Participants: Position of study on Bragg and Fielding, 2005 continuum: Analytical framework ...
5. Li Q. New bottle but old wine: a research of cyberbullying in schools. Computers in Human Behavior 2007; 23:1777-91. 6. Li Q. Cyberbullying in schools: a research of gender differences. School Psychology International 2006; 27:157-70. 7. Baruch Y. Bullying on the Net: adverse behavior on e-mail and its impact.
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School bullying research has a long history, stretching all the way back to a questionnaire study undertaken in the USA in the late 1800s (Burk, 1897). However, systematic school bullying research began in earnest in Scandinavia in the early 1970s with the work of Heinemann (1972) and Olweus (1978). Highlighting the extent to which research on ...
Primarily, qualitative meta-synthesis (QMS) is based on literature review. However, QMS pursues new or greater understanding of a phenomenon of interest, than what can be found in individual qualitative research, by analyzing and synthesizing the raw data from individual qualitative research [6,7]. Since our study aimed to determine potential ...
Bullying is la rgely an unreported and unadd ressed issue in many. academic institutions, which can result in long-lasting effects on students' lives. study conducted by the United Nations ...
Discovering youths' perceptions of the experiences of bullying through qualitative methods will allow the research and clinical community to better create and refine bullying assessment and prevention programs, especially at the individual level. ... Citation titles were first assessed. For titles that indicated qualitative methods to study ...
Conversely, there is limited qualitative research on the experiences of children and adolescents related to school bullying and victimization. We review qualitative research on school bullying and victimization published between 2004 and 2014. Twenty-four empirical research studies using qualitative methods were reviewed.
Data from 53 focus groups, which involved students from 10 to 18 years old, show that youngsters often interpret "cyberbullying" as "Internet bullying" and associate the phenomenon with a wide range of practices. In order to be considered "true" cyberbullying, these practices must meet several criteria. They should be intended to hurt (by the ...