Teasing and Bullying Experiences of Middle School Students

June Andrews Horowitz · Judith A. Vessey · Karen L. Carlson · Joan F. Bradley · Carolyn Montoya · Joyce David

89 citations0/0 files storedJournal of the American Psychiatric Nurses Association

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Bullying, Victimization, and Aggression Child Abuse and Trauma Workplace Violence and Bullying

Abstract

BACKGROUND: In the United States, 9% to 15% of children experience chronic teasing and bullying that may be harmful. OBJECTIVE: The purpose was to explore teasing and bullying experiences of middle school students as part of the Child-Adolescent Teasing Scale (CATS) project. STUDY DESIGN: Seven focus groups were conducted with 11-to 14-year-old middle school students from Massachusetts, New Mexico, and Mississippi. Moderators used a semistructured interview guide to elicit views. Recorded sessions were transcribed; content analysis of verbatim accounts was used to identify sources of teasing and bullying. RESULTS: Sources of teasing and bullying were physical appearance, personal behavior, family and environment, and school relations. “Being different in any way” was the underlying theme. CONCLUSIONS: Teasing and bullying were universal and distressing, and were affected by context, frequency, and individually attributed meanings. Clinicians and school staff may use findings to identify children who might be at risk for psychological and physical harm.

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References

1994Handbook of Qualitative Research 1989Focus Groups: A Practical Guide for Applied Research 1999Handbook of qualitative research 1989Focus Groups: A Practical Guide for Applied Research 1994Bullying at school: what we know and what we can do 2001Bullying Behaviors Among US Youth 1994Critical Issues in Qualitative Research Methods.2011Analyzing talk and text

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