Victimising of school bullying: a grounded theory
2013 (English)In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 28, no 3, 309-329 p.Article in journal (Refereed) Published
The aim of this study was to investigate how individuals;who had been victims of school bullying;perceived their bullying experiences and how these had affected them;and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals;who all had prior experiences of being bullied in school for more than one year;were interviewed. Qualitative analysis of data was performed by methods from grounded theory. The research identified a basic process of victimising in school bullying;which consisted of four phases: (a) initial attacks;(b) double victimising;(c) bullying exit and (d) after-effects of bullying. Double victimising refers to a process in which there was an interplay between external victimising and internal victimising. Acts of harassment were repeatedly directed at the victims from their social environment at school – a social process that constructed and repeatedly confirmed their victim role in the class or the group. This external victimising affected the victims and initiated an internal victimising;which meant that they internalised the socially constructed victim-image and acted upon this image;which in turn often supported the bullies’ agenda and confirmed the socially constructed victim-image. The findings also indicate the possible positive effect of changing the social environment.
Place, publisher, year, edition, pages
2013. Vol. 28, no 3, 309-329 p.
bullying, victimization, victimizing, victim, stigma, grounded theory, constructivism, interactionism, identity, self-blaming, coping
mobbning, offerprocess, mobboffer, stigma, grundad teori, interaktionism, identitet
IdentifiersURN: urn:nbn:se:liu:diva-75314DOI: 10.1080/02671522.2011.641999ISI: 000320016700003OAI: oai:DiVA.org:liu-75314DiVA: diva2:505646