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ERIC Number: EJ770732
Record Type: Journal
Publication Date: 2003-Jun
Pages: 20
Abstractor: Author
Reference Count: 33
ISSN: ISSN-0266-7363
Dynamics within the Bully/Victim Paradigm: A Qualitative Analysis
Cranham, Joy; Carroll, Annemaree
Educational Psychology in Practice, v19 n2 p113-132 Jun 2003
The present research examined whether high school students ethically justify bullying behaviour within a school context. Ten students, purposefully selected because of their specific roles within the bully/victim paradigm, participated in semi-structured interviews. Data analysis using the constant comparative method associated with grounded theory revealed complex social structures that existed within the purposefully selected sample. These structures are dynamic and demand compliance by students. The consequences for dissent are social isolation and exclusion. A student's categorisation within the bully/victim paradigm may be determined by their ability to comply with the requirements of the complex constructs in the school social environment. (Contains 1 figure, 1 table and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia