Abstract
Purpose: Traditional school bullying is complex and overlapping, hence research suggests there is a varied definition of the term (Canty, Stubbe, Steers & Collings, 2016). The current study investigated the potential effects of the term bullying on adolescent experiences of bullying. Additionally, the study examined bully, victim, bully-victim, and bystander identity as a moderating factor of experience of the term.
Design/methodology/approach: Research appears to seldom offer adolescents the opportunity to discuss bullying using qualitative methods within naturalistic environments. Therefore, the current study adopted a phenomenological framework for adolescents to share their experiences. Data comprised recordings of semistructured interviews and focus groups with adolescents (n = 20) in high-school settings.
Findings: The current study supported the notion that adolescents perceive a varied use of the term bullying in schools. The sample experience a varied understanding of bullying in which they explain: 1) increases exposure to bullying, 2) impacts social perception of bullying, 3) reduces trust in anti-bullying intervention, 4) reduces coping self-efficacy amongst victims of bullying, and 5) impacts negatively on friendships.
Originality/value: Findings suggest a knowledge deficit in transferring information about school bullying from experts to non-experts. The sample indicated that a varied use of the term bullying has negative impact on their social and emotional functioning particularly; in managing distress and maintaining relationships.
Additionally, inconsistent understanding of the term was said to increase the frequency of bullying, perception of bullying, and trust in intervention amongst the sample. Limitations of the research, recommendations for practice and intervention are briefly discussed.