Impact of a varied understanding of school bullying

Datos Bibliográficos

ID12936652
AutoresTara Chandler (0000-0001-8608-9613, University of Greater Manchester, autor de correspondencia)
Año2017
Volumen10
Número1
Páginas36-45
Fecha de publicación2017-07-18
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Aggression Conflict and Peace Research (JOURNAL)
Identificadores de la revistaISSN: 1759-6599 • E-ISSN: 2042-8715
EditorialEmerald Publishing Limited (PUBLISHER • GB)
DOI10.1108/jacpr-10-2016-0259
OpenAlexW2738422220
IdiomaEN
Referencias citadas41

Purpose Traditional school bullying is complex and overlapping, hence research suggests there is a varied definition of the term (Canty et al. , 2016). The purpose of this paper is to investigate the potential effects of the term bullying on adolescent experiences of bullying. Additionally, the study examined bully, victim, bully-victim, and bystander identity as a moderating factor of experience of the term. Design/methodology/approach Research appears to seldom offer adolescents the opportunity to discuss bullying using qualitative methods within naturalistic environments. Therefore, the current study adopted a phenomenological framework for adolescents to share their experiences. Data comprised recordings of semi-structured interviews and focus groups with adolescents ( n =20) in high-school settings. Findings The current study supported the notion that adolescents perceive a varied use of the term bullying in schools. The sample experience a varied understanding of bullying in which they explain: increases exposure to bullying; impacts social perception of bullying; reduces trust in anti-bullying intervention; reduces coping self-efficacy amongst victims of bullying; and impacts negatively on friendships. Originality/value Findings suggest a knowledge deficit in transferring information about school bullying from experts to non-experts. The sample indicated that a varied use of the term bullying has negative impact on their social and emotional functioning particularly; in managing distress and maintaining relationships. Additionally, inconsistent understanding of the term was said to increase the frequency of bullying, perception of bullying, and trust in intervention amongst the sample. Limitations of the research, recommendations for practice and intervention are briefly discussed

Coping (psychology · Developmental psychology · Distress · Intervention (counseling · Originality · Perception · Applied Psychology · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Insect and Pesticide Research · Psychology · Social Psychology