Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-21T02:12:47.612Z Has data issue: false hasContentIssue false
  • English
  • Français

The Insider's Experience of Long-Term Peer Victimisation

Published online by Cambridge University Press:  04 February 2016

Graham J. Mackay ,
Timothy A. Carey  and
Bruce Stevens
Graham J. Mackay*
Affiliation:
University of Canberra, Australia. [email protected]
Timothy A. Carey
Affiliation:
Centre for Remote Health, a Joint Centre of Flinders University and Charles Darwin University, Central Australian Mental Health Service, NT Department of Health and Families, Australia.
Bruce Stevens
Affiliation:
University of Canberra, Australia.
*
*Address for Correspondence: Graham Mackay, Swanson Plaza, Swanson Court, Belconnen ACT 2617, Australia.
Get access

Abstract

Bullying in schools continues to be a problem despite the best efforts of educators, researchers, and clinicians. Of most concern for the present study is that some children experience long-term victimisation by their peers. To improve our understanding in this area, the phenomenology of being bullied over the course of the school year was investigated with three participants aged from 11 to 15 years. Data were collected using semi-structured interviews and analysed using Interpretative Phenomenological Analysis (IPA). Two superordinate themes with associated subthemes were identified: ‘experience of victimisation’ (‘being different’, ‘dynamics of bullying’, ‘school’, and ‘social network’) and ‘strategies’ (‘help-seeking’, ‘behaviour’, ‘response to bullying’, ‘personal coping’, and ‘solutions’). Through these interviews some of the factors that may contribute to long-term peer victimisation were identified. The implications of these results for prevention and intervention are discussed.

Keywords

peer victimisationbullyinglong-termqualitativeinterpretative phenomenological analysis
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 21 , Issue 2 , January 2011 , pp. 154 - 174
Copyright
Copyright © Cambridge University Press 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)