Citation

Shiakou M, Stella H, Georgia Y. Int. J. Sch. Clim. Viol. Prev. 2019; 3(1): 157-170.

Copyright

(Copyright © 2019, Université Nice Sophia Antipolis, International Observatory of Violence in School /L'Observatoire International de la Violence à l'Ecol)

DOI

unavailable

PMID

unavailable

Abstract

This descriptive study, undertaken in Nicosia, Cyprus, was designed to explore to what extent children's (n=71) definitions of bullying coincided to those of the researchers. The research findings revealed that the three main criteria communicated by researchers as being integral to the construct and definition of bullying were mentioned very little by the participant children. More specifically, only 3% of the children mentioned repetition, 12.6 % intent and 32 % power imbalance while 91% mentioned negative acts in their definitions. The themes that emerged out of children's spontaneously expressed ideas were also evaluated in an effort to understand bullying from the child's point of view and fell into three categories (1) Friendship; (2) Feeling of Fear and (3) Family/Economic Problems. Interpretation of the themes and meanings are discussed, suggesting perhaps that researcher's/policy makers take a different stance in dealing with the phenomenon of bullying, always keeping the cultural context in mind.

Keywords : Harcèlement, definition, comprehension des enfants, perceptions des enfants, bullying, definitions, children's understanding, children's perceptions.

Language: en