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Journal of the American Psychiatric Nurses Association, Vol. 10, No. 4, 165-172 (2004)
DOI: 10.1177/1078390304267862

Teasing and Bullying Experiences of Middle School Students

June Andrews Horowitz

William F. Connell School of Nursing, Chestnut Hill, MA, june.horowitz{at}bc.edu

Judith A. Vessey

William F. Connell School of Nursing, Chestnut Hill, MA.

Karen L. Carlson

University of New Mexico, School of Nursing, Albuquerque

Joan F. Bradley

University of New Mexico, School of Nursing, Albuquerque

Carolyn Montoya

University of New Mexico, School of Nursing, Albuquerque

Bill McCullough

Student Services, Cleveland County Schools, Shelby, NC.

Joyce David

Children’s Hospital, Boston, MA.

BACKGROUND: In the United States, 9% to 15% of children experience chronic teasing and bullying that may be harmful. OBJECTIVE: The purpose was to explore teasing and bullying experiences of middle school students as part of the Child-Adolescent Teasing Scale (CATS) project. STUDY DESIGN: Seven focus groups were conducted with 11-to 14-year-old middle school students from Massachusetts, New Mexico, and Mississippi. Moderators used a semistructured interview guide to elicit views. Recorded sessions were transcribed; content analysis of verbatim accounts was used to identify sources of teasing and bullying. RESULTS: Sources of teasing and bullying were physical appearance, personal behavior, family and environment, and school relations. "Being different in any way" was the underlying theme. CONCLUSIONS: Teasing and bullying were universal and distressing, and were affected by context, frequency, and individually attributed meanings. Clinicians and school staff may use findings to identify children who might be at risk for psychological and physical harm.

Key Words: teasing • bullying • middle school students • focus group


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