Anne-Baba Ve Öğretmenlerin Akran Zorbalığı Deneyimleri ve Sosyal Hizmet
Özet
This study was aimed to conduct to understand parents’ and teachers’ experience on school bullying. For this purpose, qualitative research methods and techniques were administered. The research subjects were 38 people, 15 of whom were school teachers and consultants work at middle schools and 22 of whom were parents whose children have been exposed to bullying. Phenomenological approach was used and in-depth interviews were carried out to gather survey data. MAXQDA 2020 was used to analyse data. We have reached 4 main themes which are teaching and parenting perception, what and how they see bullying, their bullying experiences, and their thoughts about bullying intervention and prevention. As a result, participants defined bullying as a bilateral and difficult problem to solve by stating the individual and social reasons of bullying and negative effects of bullying on all groups; their approach to the problem and solution suggestions, and their key role in bullying. Moreover, parents and teachers are a natural side of bullying. All forms of bullying were observed, especially cyberbullying and teasing. Bullying was observed mostly in schools. From the ecosystem approach perspective, more studies focusing on parents and teachers’ experiences are needed to understand the problem and its root causes which is a better approach to the problem from a school social work perspective. The results have shown how participants define school bullying, its causes and results, and children’s experiences of bullying. In fact, parents and teachers are side of bullying and cannot be left out if we want to understand bullying thoroughly and comprehensively. The last part of the study summarises research results and possible solutions proposals for those who want to carry out further researches in the field, especially for school social work and its professionals.
