A Systematic Review of Research Strategies Used in Qualitative Studies on School Bullying and Victimization

Desmond Upton Patton, Jun Sung Hong, Sadiq Patel, Michael J. Kral

Research output: Contribution to journalArticlepeer-review

61 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)3-16
Number of pages14
JournalTrauma, Violence, and Abuse
Volume18
Issue number1
DOIs
StatePublished - 1 Jan 2017

Bibliographical note

Publisher Copyright:
© 2015, © The Author(s) 2015.

Keywords

  • bullying
  • children
  • peer victimization
  • qualitative research
  • school

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