Victimising of school bullying: a grounded theory

Modos de explicar o bullying: análise dimensional das concepções de adolescentes

“…However, the focus of most studies emphasizes other facets of the phenomenon, such as prevalence 21 and related factors 22 , or from the perspective of other protagonists of the school context 6,8 . Little attention is paid to the narrative elements of students about bullying 3,20 . Thus, the proposed dimensional analysis allows the construction or reconstruction of knowledge about a given social phenomenon, with the purpose of explaining and understanding it from the concrete problem and its protagonists.…”

“…In this sense, prevention and intervention programs should consider the symbolic and conceptual value that bullying has in the view of students 3,18,19 . This level of approach requires the operationalization of qualitative studies that offer diverse options to identify variables that are significant for the phenomenon, such as motivations, causes, implicit situations such as social exclusion, prejudice and fear, as well as specific aspects of group relationships among students that are less visible in large-scale investigations.…”

“…In 2009, the percentage of students who reported having suffered bullying was 5.4% 4,5 . All those involved in the episodes of bullying, whether as bully only, bullied only, both bully and bullied coincidentally (students who suffer but also practice bullying), or witnesses suffer the psychological and social consequences of the phenomenon throughout human development 2,3 . Research has shown that school-age children and adolescents who suffer or witness bullying are more likely to develop mental suffering and psychosocial problems 3,6 .…”

“…It can also be examined in relation to the type of aggressionphysical, verbal or psychological -as well as the nature of its manifestations, regarding the behaviors, actions and methods adopted in the aggressions, such as hitting or name-calling, for example 2,3 . Conceptually, bullying has been defined in most studies from the perspective of adults or researchers.…”

“…A dimension is a descriptive and decomposed concept of the object under analysis that interacts with other dimensions, revealing the context and the strongest elements used by a group to explain a given phenomenon 24 . Therefore, this work adopted the Grounded Theory as a methodological and theoretical reference based on a constructivist stance 3,23,24 . This constructivist stance assumes the preservation of the social complexity of the phenomena analyzed during the research process, encouraging the development of new understandings and theoretical interpretations 3,23,24 .…”