An IPA Study Exploring the Lived Experiences of Young People and their Perceptions of High School Bullying, and Societal Violence

Abstract

Background and Context: the motivation of this thesis was to conduct a qualitative exploration on the lived experiences of bullying of high school students, and whether they considered this a factor in future societal violence. Methods: the methodology was Interpretive Phenomenological Analysis (IPA), with data gathered using semi structured interviews, later transcribed and analysed to find emerging themes. Participants were recruited using academic posters (see appendix M). Two participant information sheets were provided for young people and guardians, offering details about the project. Participants: the participants were (n=6) with ages ranging from 13-16 years, selected from three separate high schools in the United Kingdom. Three of the participants were cis boys, and the other three participants were cis girls. Findings: bullying is an individual experience, which can occur in primary and high schools, and is repetitive. Consequently, the participants reported being subjected to name calling and hitting, which has implications for mental health. Verbal and physical bullying can affect future verbal and physical violence, with grudges influencing violence towards bullies. Rational thinking can become impacted, with potential violence used in relationships. Violence may be used to prevent bullying from reoccurring, and to regain power and control. Future measures which may prevent future societal violence, including greater interventions and awareness in academic institutions, bullying to be considered within criminalisation, with institutions erected specifically to help victims. Conclusions: cybercrime and cyberbullying should be considered by practitioners, and researchers. Interventions should be used to effectively by school staff to gain justice for pure-victims and bully-victims, with training in mental health and bullying needed. Schools should reintegrate pure-bullies into the school system, with bullying prevention and intervention programmes encouraged. Grudges require attention from researchers and practitioners working with pure-victims and bully-victims. A lack of empathy from future intimate partners may lead to verbal violence in intimate relationships. Practitioners should consider emasculation and racial abuse from bias-based bullying as possible precursors to societal violence. Societal violence may be enacted through self-righteous reasoning, and bullying may require criminalisation. Posttraumatic growth should be considered, with school bullying viewed as a social justice issue.