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】
背景：校园欺凌在巴西乃至全球均为普遍存在的现象，对儿童与青少年的健康及成长发展造成不良影响。
目的：本研究旨在分析学生对校园欺凌的认知与家庭互动之间的关联。
方法：本研究属于质性研究，共招募55名学生参与。数据采集采用半结构化访谈法，借助Atlas.Ti软件，按照主题式内容分析法开展数据分析。本研究采用的理论方法学参照框架为生物生态发展理论（Bioecological Theory of Development）。
结果：本研究揭示了三项核心发现：a）由家庭参与的成长过程所塑造的个体特征，是解释欺凌行为的最关键因素；b）家庭环境中的负面经历，可能会增加学生卷入欺凌情境的风险；c）家庭的积极特质可被视为干预项目可挖掘的优势资源。
结论：本研究明确了校园欺凌认知与家庭互动之间的关联。本研究加深了学界对欺凌行为复杂性的理解，可为卫生领域从业人员的培训工作提供参考，并为以家庭作为初级保健行动核心依托的相关实践提供支撑。