A Systematic Review of Research Strategies Used in Qualitative Studies on School Bullying and Victimization. (January 2017)

• Record Type: Journal Article
• Authors: Patton, Desmond Upton; Hong, Jun Sung; Patel, Sadiq; Kral, Michael J.
• Is Part Of: Trauma, violence & abuse. Volume 18:Number 1(2017)
• Page Start: 3
• Page End: 16
• Publication Date: 2017-01
• Subjects: bullying -- children -- peer victimization -- qualitative research -- school; Child abuse -- Periodicals; Post-traumatic stress disorder in children -- Periodicals; Violence -- Periodicals; Family violence -- Periodicals; Violence envers les enfants -- Périodiques; Violence familiale -- Périodiques; Névroses post-traumatiques -- Périodiques; 616.8521
• DOI: 10.1177/1524838015588502
• Languages: English
• ISSNs: 1524-8380

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.