2.50
Hdl Handle:
http://hdl.handle.net/10755/153687
Type:
Presentation
Title:
Children's Descriptions of Teasing and Bullying Experiences
Abstract:
Children's Descriptions of Teasing and Bullying Experiences
Conference Sponsor:Sigma Theta Tau International
Conference Year:2002
Conference Date:July, 2002
Author:Horowitz, June, PhD
P.I. Institution Name:Boston College
Title:Associate Professor
Objective: Nurses interact with children experiencing the harmful psychological and physical sequelae of chronic teasing and bullying. Although facing frequent teasing and bullying is a serious problem for 15% of children, researchers and clinicians have given little attention to this problem in the literature. No valid instrument exists to identify children experiencing teasing/bullying. The purpose of the first phase of the Development of the Child-Adolescent Teasing Scale (CATS) project was to identify significant factors that constitute teasing/bullying experiences of middle school children. Design: To elicit descriptions of children's experiences of teasing/bullying, the researchers used a multi-site focus group design. Population, Sample, Setting, Years: Focus group participants were 11-14 year old middle school students from three diverse regions of the United States: Massachusetts, New Mexico, and Mississippi. Participants in six focus groups of 8-10 children per group had the following characteristics: African- American (two groups), Caucasian/White (three groups) and Hispanic (one group). A seventh group was composed of children with visible chronic health conditions. The settings for the focus groups were three middle schools and one primary care health center. Data were collected over a 5-month period for all sites. Concepts: Teasing and bullying were the two concepts explored in this phase of the CATS study. Teasing refers to dynamic social interactions comprised of a set of verbal and/or non-verbal behaviors occurring among peers that is humorous and playful on one level but that may be annoying to the target child on another level. Bullying refers to repetitive persistent patterns of verbal and/or non-verbal behaviors directed by one or more children toward another child that are intended to inflict deliberate physical, verbal, or emotional abuse. Methods: For Phase 1 of the CATS project being reported, the researchers conducted seven focus groups with middle school students in the Northeastern, Southern, and Southwestern regions of the United States. After obtaining university human subject committee approval, researchers negotiated with the appropriate administrators at each site to gain entry to the schools and to a health center to conduct focus groups. Specific procedures were adapted as necessary for each site regarding specific procedures for obtaining parental consent and student assent, providing small incentives for participants, and arranging the setting and schedule for running the groups. Researchers maintained consistency in all-important procedures by following established focus group guidelines. Group moderators used a semi-structured interview guide to elicit students' views about teasing and bullying. Group sessions were recorded and transcribed to produce verbatim records. Findings: Content analysis generated descriptions of behaviors that are sources of teasing and bullying. After initial coding of behavioral descriptions, the research team reached consensus about four major categories of sources of teasing/bullying: appearance, personal behavior, family/environment, and school relations. Comparisons across regions, racial/ethnic groups, and gender revealed commonalities of categories; however, cultural, geographic, and social-economic factors influenced some specific responses and interpretations. Conclusions: Middle school students in three regions of the United States with diverse ethnic/racial backgrounds provided descriptions of teasing and bullying experiences. These descriptions clustered into four main categories: appearance, personal behavior, family/environment, and school relations. Students' descriptions confirmed that teasing and bullying experiences were universal and distressing to varying degrees depending on context, frequency, and individual meanings. Implications: Health care clinicians such as school nurses, pediatric nurse practitioners and pediatricians, and psychiatric-mental health nurses and other providers, and school staff including teachers, guidance counselors, and administrators may apply these findings to identify children at risk for psychological and physical harm from teasing and bullying. Recognition of common experiences may enable clinicians and educators to identify children who are at-risk and to attempt to ameliorate situations that give rise to harmful chronic teasing and bullying.

Repository Posting Date:
26-Oct-2011
Date of Publication:
Jul-2002
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleChildren's Descriptions of Teasing and Bullying Experiencesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153687-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Children's Descriptions of Teasing and Bullying Experiences</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2002</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July, 2002</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Horowitz, June, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Boston College</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">june.horowitz@bc.edu</td></tr><tr><td colspan="2" class="item-abstract">Objective: Nurses interact with children experiencing the harmful psychological and physical sequelae of chronic teasing and bullying. Although facing frequent teasing and bullying is a serious problem for 15% of children, researchers and clinicians have given little attention to this problem in the literature. No valid instrument exists to identify children experiencing teasing/bullying. The purpose of the first phase of the Development of the Child-Adolescent Teasing Scale (CATS) project was to identify significant factors that constitute teasing/bullying experiences of middle school children. Design: To elicit descriptions of children's experiences of teasing/bullying, the researchers used a multi-site focus group design. Population, Sample, Setting, Years: Focus group participants were 11-14 year old middle school students from three diverse regions of the United States: Massachusetts, New Mexico, and Mississippi. Participants in six focus groups of 8-10 children per group had the following characteristics: African- American (two groups), Caucasian/White (three groups) and Hispanic (one group). A seventh group was composed of children with visible chronic health conditions. The settings for the focus groups were three middle schools and one primary care health center. Data were collected over a 5-month period for all sites. Concepts: Teasing and bullying were the two concepts explored in this phase of the CATS study. Teasing refers to dynamic social interactions comprised of a set of verbal and/or non-verbal behaviors occurring among peers that is humorous and playful on one level but that may be annoying to the target child on another level. Bullying refers to repetitive persistent patterns of verbal and/or non-verbal behaviors directed by one or more children toward another child that are intended to inflict deliberate physical, verbal, or emotional abuse. Methods: For Phase 1 of the CATS project being reported, the researchers conducted seven focus groups with middle school students in the Northeastern, Southern, and Southwestern regions of the United States. After obtaining university human subject committee approval, researchers negotiated with the appropriate administrators at each site to gain entry to the schools and to a health center to conduct focus groups. Specific procedures were adapted as necessary for each site regarding specific procedures for obtaining parental consent and student assent, providing small incentives for participants, and arranging the setting and schedule for running the groups. Researchers maintained consistency in all-important procedures by following established focus group guidelines. Group moderators used a semi-structured interview guide to elicit students' views about teasing and bullying. Group sessions were recorded and transcribed to produce verbatim records. Findings: Content analysis generated descriptions of behaviors that are sources of teasing and bullying. After initial coding of behavioral descriptions, the research team reached consensus about four major categories of sources of teasing/bullying: appearance, personal behavior, family/environment, and school relations. Comparisons across regions, racial/ethnic groups, and gender revealed commonalities of categories; however, cultural, geographic, and social-economic factors influenced some specific responses and interpretations. Conclusions: Middle school students in three regions of the United States with diverse ethnic/racial backgrounds provided descriptions of teasing and bullying experiences. These descriptions clustered into four main categories: appearance, personal behavior, family/environment, and school relations. Students' descriptions confirmed that teasing and bullying experiences were universal and distressing to varying degrees depending on context, frequency, and individual meanings. Implications: Health care clinicians such as school nurses, pediatric nurse practitioners and pediatricians, and psychiatric-mental health nurses and other providers, and school staff including teachers, guidance counselors, and administrators may apply these findings to identify children at risk for psychological and physical harm from teasing and bullying. Recognition of common experiences may enable clinicians and educators to identify children who are at-risk and to attempt to ameliorate situations that give rise to harmful chronic teasing and bullying.<br/><br/></td></tr></table>en_GB
dc.date.available2011-10-26T12:26:40Z-
dc.date.issued2002-07en_GB
dc.date.accessioned2011-10-26T12:26:40Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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