Qualitative Studies into Bullying within Special Schools

Bullying Amongst Parents and Teachers at an American International School: Informing School Development and Policy

“…For example, only 10% of bullying studies reported between 2000 and 2004 utilised a qualitative methodology (Powell et al, 2008), Consequently, to develop a much broader, and deeper approach surrounding the issues generated within the school context and to consider more implicitly the issues and questions raised, this empirical groundwork utilised an interpretive approach (Walsh, White, and Young, 2008). This was an attempt to understand the very personal perceptions of bullying experiences (Torrance, 2000) between teacher and parent. Parents were equally considered specialist knowledge agents and actors (Benn et al, 2008) as their opinions and experiences (Gilgun and Abrams, 2002) influenced the effectiveness of school anti-bullying practices, and the development and application of anti-bullying practices policy in the school.…”

A Systematic Review of Research Strategies Used in Qualitative Studies on School Bullying and Victimization

“…Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm (Gladden, Vivolo-Kantor, Hamburger, & Lumpkin, 2014, p. 7).Given the significance of school bullying and victimization among children and adolescents, a number of empirical studies and reviews have been published in several national and international journals (for reviews, see Bauman, 2008; Bjorkqvist, 1994; Espelage & Swearer, 2003; Garandeau & Cillessen, 2006; Griffin & Gross, 2004; Hawker & Boulton, 2000; Monks et al, 2009; Pellegrini, 1998; Rigby, 2003; Salmivalli, 2010; Salmon, James, Cassidy, & Javaloyes, 2000; Smith, 2004; Smith & Brain, 2000; Vreeman & Carroll, 2007). The majority of these studies employed quantitative methods, and it is surprising that qualitative research is less frequently used in school bullying than quantitative research (see Gamliel, Hoover, Daughtry, & Imbra, 2003; Mishna, 2004; Torrance, 2000), since understanding this phenomenon requires a deeper insight into children’s perspectives.…”

“…As a field of inquiry it emphasizes local points of view, the value-laden nature of inquiry, the social construction of experience, and rich description of the social world (Denzin & Lincoln, 2005). Despite these strengths, researchers have focused on deductively exploring bullying rather than inductively understanding its existence, an approach that has generated incomplete results (Torrance, 2000).…”

“…Qualitative methods enable researchers to pay particular attention to children’s presence, creativity, responsiveness, and resistance in shaping and re-shaping the contexts of their lives (Aitkens & Herman, 2009, p. 3). Although much of the research on bullying has been conducted using survey instruments, developing a deeper understanding of bullying and peer victimization within a particular setting (e.g., schools, playgrounds) is essential, and a critical need exists for qualitative studies (see Torrance, 2000) that can expand and enhance the validity of quantitative research findings (e.g., Espelage & Asidao, 2001; Oliver & Candappa, 2007). To illustrate, Espelage and Asidao (2001) conducted an interview with 89 middle-school students (grades 6-8) in three schools located in a Mid-western state.…”

Bullying en El Fútbol Infantil: La Mirada De Las Familias Y De Los Entrenadores

“…Esta investigación se ha realizado en base al paradigma cualitativo (PATTON, 2002), ya que la complejidad de esta problemática requiere la necesidad de ser abordarla en profundidad y de manera detallada (TORRANCE, 2000).…”