Conversations with Middle School Students About Bullying and Victimization: Should We Be Concerned?
Abstract
SUMMARY An interview study was conducted with 89 middle school students (6th-8th grades) from three schools in mid-sized Midwestern towns. Students were asked to define bullying and were asked to describe their experiences with bullying. We elicited their opinions on why children harass each other, who are bullies and victims, how adults intervene and their thoughts on what should be done about the problem. The major themes elicited from the interviews support and expand previous research on bullying behavior and peer victimization conducted outside of the United States. Results provide important information needed for the design and implementation of future prevention and intervention programs to reduce bullying and victimization within the middle school environment.
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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 Espelage and Asidao, 2001
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Olweus, D. (1994) · The Plenum Series in Social/Clinical Psychology · doi:10.1007/978-1-4757-9116-7_5 · Cited by 1,890 · see citing works
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Patton, D. U., Hong, J. S., Patel, S., & Kral, M. J. (2017) · Trauma, Violence, & Abuse · doi:10.1177/1524838015588502 · Cited by 110 · see citing works
School-based mentoring as selective prevention for bullied children: a preliminary test
Elledge, L. C., Cavell, T. A., Ogle, N. T., & Newgent, R. A. (2010) · The Journal of Primary Prevention · doi:10.1007/s10935-010-0215-7 · Cited by 79 · see citing works
Marengo, D., Settanni, M., Longobardi, C., & Fabris, M. A. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.862711 · Cited by 12 · see citing works
“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).”
Background
- Authors
- Espelage, D. L., & Asidao, C. S.
- Affiliations
- University of Illinois Urbana-Champaign (US)
- ORCID
- Espelage, Dorothy L.
- Venue
- Journal of Emotional Abuse
- Publisher
- Informa UK Limited
- Published
- 2001-03
- Volume
- 2
- Issue
- 2-3
- Pages
- 49-62
- ISSN
- 1092-6798 (ISSN-L)
- 1540-4714
- OpenAlex
- W1505935467
- Cited by
- 107
- References
- 1
- Citations by year
- 2026: 3 · 2023: 1 · 2022: 5 · 2021: 3 · 2020: 5 · 2019: 19 · 2018: 3 · 2017: 5 · 2016: 6 · 2015: 2 · 2014: 3 · 2013: 11 · 2012: 3
- FWCI
- 5.49
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Emotional Abuse (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Sociology and Political Science › Workplace Violence and Bullying
- Social Sciences › Psychology › Clinical Psychology › Child Abuse and Trauma
- Keywords
- bullying, peer victimization, junior high school students, student perceptions of bullying, intervention program, definition of bullying
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