A systematic review of research strategies used in qualitative studies on school bullying and victimization.

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

doi:10.1177/1524838015588502

Cited by 110Bullying, Victimization, and AggressionChild Abuse and TraumaWorkplace Violence and Bullying

A systematic review of research strategies used in qualitative studies on school bullying and victimization.

Patton, Desmond Upton, Hong, Jun Sung, Patel, Sadiq, Kral, Michael J.·2017·Trauma, Violence, & Abuse

DOI 10.1177/1524838015588502

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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.

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The majority of research currently conducted on children's involvement in bullying appears to favor quantitative studies.
“The majority of research currently conducted on the topic of children’s involvement in bullying appears to favor quantitative studies (Patton et al., 2017; Marengo et al., 2021; Samara et al., 2021).”
From The representation of bullying in Italian primary school children: A mixed-method study comparing drawing and interview data and their association with self-report involvement in bullying events (2022) · cites this paper as Patton et al., 2017
Qualitative research is typically inductive and lends itself to an in-depth exploration of the perspectives, perceptions, and experiences of children involved in bullying.
“Unlike quantitative surveys, qualitative research is typically inductive and therefore lends itself to an in-depth exploration of the perspectives, perceptions, and experiences of children involved in bullying (Bosacki et al., 2006; Patton et al., 2017).”
From The representation of bullying in Italian primary school children: A mixed-method study comparing drawing and interview data and their association with self-report involvement in bullying events (2022) · cites this paper as Patton et al., 2017
Qualitative research allows examination of children's representations of bullying, integration and extension of quantitative data, and informing intervention and prevention strategies.
“Along these lines, qualitative research allows us to examine children’s representations of bullying, integrate and extend data from quantitative research, and thus inform researchers and practitioners about intervention and prevention strategies (Torrance, 2000; Espelage and Asidao, 2001; Patton et al., 2017).”
From The representation of bullying in Italian primary school children: A mixed-method study comparing drawing and interview data and their association with self-report involvement in bullying events (2022) · cites this paper as Patton et al., 2017

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“Unlike quantitative surveys, qualitative research is typically inductive and therefore lends itself to an in-depth exploration of the perspectives, perceptions, and experiences of children involved in bullying (Bosacki et al., 2006; Patton et al., 2017).”
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Authors: Patton, D. U., Hong, J. S., Patel, S., & Kral, M. J.
Affiliations: Columbia University (US)
Wayne State University (US)
University of Chicago (US)
ORCID: Patton, Desmond Upton
Hong, Jun Sung
Patel, Sadiq
Venue: Trauma, Violence, & Abuse
Publisher: SAGE Publications
Published: 2016-06-23
Volume: 18
Issue: 1
Pages: 3-16
ISSN: 1524-8380 (ISSN-L)
1552-8324
DOI: 10.1177/1524838015588502
OpenAlex: W2279641882
Cited by: 110
References: 97
Citations by year: 2026: 6 · 2025: 13 · 2024: 6 · 2023: 12 · 2022: 20 · 2021: 9 · 2020: 10 · 2019: 13 · 2018: 9 · 2017: 5 · 2016: 5 · 2015: 2
FWCI: 1.10
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Trauma Violence & Abuse (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
Social Sciences › Psychology › Clinical Psychology › Child Abuse and Trauma
Social Sciences › Sociology and Political Science › Workplace Violence and Bullying
Keywords: school bullying, peer victimization, qualitative research strategies, bullying victims, bystanders, power relations, naturalistic inquiry
MeSH terms: Adolescent, Adult, Child, Female, Humans, Male, Surveys and Questionnaires, Research Design, Schools, Crime Victims, Empirical Research, Qualitative Research, Young Adult, Bullying

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A systematic review of research strategies used in qualitative studies on school bullying and victimization.

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