Pupils', teachers' and parents' definitions of bullying

The purpose of this study was to investigate the differences among pupils, teachers and parents in regard to the semantic definition of bullying and conceptualization of bullying behaviours. The study was carried out involving 73 pupils, 56 parents and 42 teachers from two lower secondary schools. The study used a revised cartoon device methodology (Smith, Kanetsuna and Koo, 2007); the pupil participants generated five related bullying terms that were then presented in 39 cartoons, illustrating different types and dimensions of bullying. Afterwards, the pupil, teacher and parent participants were asked to assess if each one of the cartoons could be labelled by one of the target terms. A hierarchical cluster analysis produced six clusters: physical aggression, physical bullying, verbal, direct-relational, indirect-relational and a control cluster. Overall there was a consensus among the constituents in applying terms to different bullying behaviours, even though the parents' application of terms were more consistent with the pupils' application than with the teachers'. Discrepancies were found in indirect relational aggression: teachers were less likely to apply terms than pupils and parents. Namen študije je bil raziskati razlike v semantični opredelitvi in v opredelitvi vedenj medvrstniškega nasilja med učenci šol na Kosovu, njihovimi straši in učitelji. V raziskavo je bilo udeleženih 56 staršev, 42 učiteljev in 73 učencev iz dveh 9. razredov nižje srednje šole. Uporabljena je bila revidirana verzija slikovnega preskusa (Smith, Ka - netsuna in Koo, 2007). Učenci so poimenovali pet izmed 39-tih vedenj na sličicah, ki so prikazovala različne oblike in dimenzije medvrstniškega nasilja in tako določili izbor vedenj. Nato so udeleženci vseh treh skupin presodili, če izbrana vedenja oz. kartončki s sličicami prikazujejo izbrane izraze, ki opisujejo medvrstniško nasilje. S hierarhično klaster analizo je bilo izračunanih 6 klastrov. Ugotovljena je bila visoka stopnja skladnosti med tremi skupinami udeležencev v poimenovanju različnih vedenj, ki predstavljajo medvrstniško nasilje. Vseeno pa je poimenovanje vedenj v skupini staršev bliže poimovanju učencev kot pa poimenovanju vedenj pri učiteljih. Razlike so bile predvsem v posredni relacijski agresivnosti: učitelji so v manjši meri poimenovali tovrstna vedenja kot učenci in starši.