Perceptions of students on bullying and the family: a qualitative focus on school health

Abstract Background School bullying represents an expressive phenomenon in Brazil and in the world, impacting in the health and development of children and adolescents. Objective To analyze the relationships between student perceptions of school bullying and family interactions. Method This is a qualitative study, in which 55 students participated. Semi-structured interviews were used in the data collection and analyzed according to the content analysis, in its thematic modality, in the software Atlas.Ti. The theoretical-methodological reference adopted was the Bioecological Theory of Development. Results It was revealed that a) individual characteristics resulting from the development process involving the family are the factors that best explain bullying; b) negative experiences in the family context can favor the involvement of students in situations of bullying; and c) positive aspects of families can be considered as strengths to be explored by intervention programs. Conclusion Relationships between perceptions about school bullying and family interactions were identified. The research increases understanding about the complexity of bullying and may subsidize initiatives for the training of professionals who work in the health area and have the families as a matrix of action in primary care.

【摘要】研究背景：校园霸凌是巴西乃至全球范围内广泛存在的突出社会现象，对儿童与青少年的健康及发展造成不良影响。研究目的：分析学生对校园霸凌的感知与家庭互动之间的关联。研究方法：本研究为定性研究，共纳入55名学生。数据收集采用半结构化访谈（Semi-structured interviews）法，借助Atlas.Ti软件，以主题式内容分析（content analysis）对采集的数据进行编码与分析。本研究采用的理论方法学参考框架为生物生态发展理论（Bioecological Theory of Development）。研究结果：结果显示：a）源于家庭参与的个体发展特征是解释校园霸凌发生的最关键因素；b）家庭环境中的负面经历可能促使学生卷入霸凌情境；c）家庭的积极方面可被视为校园霸凌干预项目可挖掘的优势资源。研究结论：本研究明确了校园霸凌感知与家庭互动之间的关联，深化了对霸凌行为复杂性的认知，可为医疗卫生领域从业人员的培训工作提供参考依据，同时为以家庭作为初级保健行动核心载体的相关举措提供支撑。