The background for the project is research showing that people subjected to bullying have a risk of developing serious delayed effects as a consequence of the bullying, as well as a need to systematise the follow-up work. There is a lack of research within this area and more knowledge is needed.
The project will explore the perceived needs based on the experience of young adults who have been subjected to bullying, as well as teachers and supporters at three lower secondary schools in Norway. The objective is to identify perceptions regarding key elements of the follow-up work for people who have been bullied and how the follow-up work may be organised. The Ph.D. project covers a field of research that is little developed both theoretically and empirically and will therefore focus more on generating theory rather than testing theories. The theoretical starting point is based on use of elements from theories on stress and mastery, including social support as a form of mastery resource, and elements from theories on classroom management with an emphasis on various approaches to the establishment of good relations between teacher / student and student / student.
The study is based on a qualitative research design. Data will be collected by interviewing individuals and focus groups. The study sample will consist of young adults who have been subjected to bullying, teachers and resource personnel at / affiliated with lower secondary schools in Norway.
Findings from the project may provide important knowledge regarding follow-up of people who have been subjected to bullying and stimulate more research.