M.A. / This study explores the narratives of six women who were subjected to peer abuse, or bullying, during their school years and attempts to discover the legacy of such persecution. The literature on bullying is discussed together with gender differences in the expression of bullying, various hypotheses about these differences, and the importance of peer relationships during childhood and adolescence. The process of enquiry is embedded in a social constructionist perspective, in particular within a narrative frame, and uses narrative analysis of the content of participants’ stories to elicit common themes. Themes that emerged relate mainly to participants’ social interaction. Use of a variety of defensive techniques in social settings, vigilance extending to hypervigilance, inability to trust, inability to accept from others, social anxiety, wariness around females and self-esteem issues surfaced. Other manifestations of distress, for example depression and loneliness, are not experienced by all participants. Some of the discourses around bullying that may inform participants’ stories and the researcher’s interpretations are explored. Similarities to other forms of abuse and psychological trauma are considered, for example loss of memory, hypervigilance and emotional numbing. The implications for therapy are considered, together with the importance of peer relationships in childhood and adolescence. The need for unequivocal adult intervention in preventing peer abuse is emphasised.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:14677 |
| Date | 13 November 2008 |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
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