Investigating teasing between peers

Authors

  • Carolina Aragão Escher Marques Grupo de Estudos e Pesquisas em Educação Moral
  • Lívia Maria Ferreira da Silva Grupo de Estudos e Pesquisas em Educação Moral
  • Mariana Tavares de Almeida Oliveira
  • Telma Pileggi Vinha Docente do Departamento de Psicologia Educacional da Unicamp

DOI:

https://doi.org/10.5902/1984644428067

Keywords:

Teasing is a peculiar conflict, conceptualized by the union of aggression and humor. This study aimed to investigate the characteristics of teasing experienced by 250 students of 3-14 years old of six public schools in cities of São Paulo state. Also aime

Abstract

Teasing is a peculiar conflict, conceptualized by the union of aggression and humor. This study aimed to investigate the characteristics of teasing experienced by 250 students of 3-14 years old of six public schools in cities of São Paulo state. Also aimed to identify the strategies employed and the outcomes. 370 hours of sistematic observation were conducted and it was used qualitative and quantitative analysis capabilities. The results indicated that the development characteristics influence the experience of teasing. Although it is common in all age groups, it becomes predominant with the development, becoming more verbal and with more insinuations. The amount of intersex teasings increases among young people, already heavily permeated by sexuality. In all age groups, it was used more retaliation strategies and, ultimately, the teasings were simply abandoned.

Author Biography

Telma Pileggi Vinha, Docente do Departamento de Psicologia Educacional da Unicamp

Docente do Departamento de Psicologia Educacional da Universidade Estadual de Campinas

References

AGLIATA, A. K.; TANTLEFF-DUNN, S.; RENK, K. Interpretation of Teasing During Early Adolescence. Journal of Clinical Psychology, Vol. 63(1), 23 – 30, 2007.

AHO, S. The teasers and the teased pupils at school. Scandinavian Journal of Educational Research , v.42, n.3, 1998.

BODINE, R. J.; CRAWFORD, D. K. The handbook of conflict resolution education: a guide to building quality programs in school . San Francisco, Jossey-Bass Publisher, 1998.

CONOLEY, C. W.; HERSHBERGER, M; GONZALEZ, L.; RINKER, S.; CROWLEY, A. K. Responding to Interpersonal Teasing. Journal of emotional abuse Vol. 7(4), 2007.

DAWE, H. C. An analysis of two hundred quarrel of preschool children. Child Development, v. 5, p. 139-157, 1934.

FERRANZ, S.; DIAZGRANADOS, S.; SELMAN, R. L. How students’ perceptions of the school climate influence their choice to upstand, bystand, or join perpetrators of bullying. Harvard Educational Review. Vol. 84 No. 2, 2014.

GORRESE, A., RUGGIERI, R. Peer attachment: a meta-analytic review of gender and age differences and associations with parent attachment. J Youth Adolescence, 41:650 – 672, 2012.

HOOVER, J. H; OLSON, G. Sticks and stones may break their bones: Teasing as bullying reclaiming children and youth;

Summer; 9, 2; 2000.

INHELDER, B.; PIAGET, J. Da lógica da criança à lógica do adolescente. Trad. Dante Moreira Leite. São Paulo: Pioneira, 1976.

JONES, D. C.; NEWMAN, J. B. Three-factor Model of Teasing: The Influence of Friendship, Gender, and Topic on Expected Emotional Reactions to Teasing during Early Adolescence. Social Development,14, 3, 2005.

KELTNER, D., CAPPS, L., KRING, A. M., YOUNG, R. C.; HEEREY, E. A. Just teasing: A conceptual analysis and Empirical review. Psychological Bulletin, 127, 229 –248, 2001.

KATZ, S. L.; SELMAN, R. L.; MASON, J. R. A study of teasing in the real world through the eyes of a practice-inspired researcher. Educational Action Research, 16:4, 469-480, 2008.

KRUGER, J.; GORDON, C. L.; KUBAN, J. Intentions in Teasing: When “Just Kidding” Just Isnt Good Enough. Journal of Personality and Social Psychology, Vol. 90, No. 3, 412 –425, 2006.

LANDAU, S.; MILICH, R.; HARRIS, M.; LARSON, S. “You really don't know how much it hurts:" Children's and reservice teachers´s reaction to childhood teasing. School Psychology Review; 30, 3; 2001.

LEARY, A.; KATZ, L. F. Observations of Aggressive Children During Peer Provocation and With a Best Friend. Developmental Psychology. Vol. 41, No. 1, 124-134, 2005.

LA RUSSO, M.; SELMAN, R. Early adolescent health risk behaviors, conflict resolution strategies and school climate. Journal of Applied Developmental Psychology 32, 2011.

MARTIN, R. A.; PUHLIK-DORIS, P.; LARSEN, G.; GRAY, J.; WEIR, K., Individual differences in uses of humor and their relation to psychological well-being: Development of the Humor Styles Questionnaire. Journal of Research on Personality, 37, 2003.

ROSS, D. M. Childhood bullying, teasing, and violence: what school personnel, other professional, and parentes can do. American Counseling Association, 2003.

SCAMBLER D.J, HARRIS M.J, MILICH R. Sticks and stones: Evaluations of responses to childhood teasing. Social Development;7:234–249, 1998.

SERRANO, G. P.; GUZMÁN, M. V. P. Aprender a convivir: el conflito como oportunidade de crecimiento. Madrid: Narcea, 2011.

SHAPIRO, J. P., BAUMEISTER, R. F., & KESSLER, J. W. A three component model of children’s teasing: Aggression, humor, and ambiguity. Journal of Social and Clinical Psychology,10, 459–472, 1991.

TRAGESSER, S. L.; LIPPMAN, L. G. Teasing: For Superiority or Solidarity? The Journal of General Psychology; 132, 3; Jul., 2005.

THIRY-CHERQUES, H. R. Saturação em pesquisa qualitativa: estimativa empírica de dimensionamento. Af Revista PMKT 03 Completa 4 cores: Layout 1 PM Page 21, 2009.

TOGNETTA, L. R. P. A Formação da personalidade ética: estratégias de trabalho com afetividade na escola. Campinas: Mercado de Letras, 2009.

VICENTIN, V. F., E quando surge a adolescência... Uma reflexão sobre o papel do educador na resolução de conflitos entre adolescentes. Campinas, SP: Mercado de Letras, 2009.

VUCHINICH, S. The sequencial organization of closing in verbal family. In: Grimshaw, A. D. Conflict Talk: sociolinguistic Investigations of Arguments in Conversations. Cambridge University Press, 1990.

YOUNG, R. C.; KELTNER, D.; HEEREY, E. A.; OEMIG, C.; MONARCH, N. D. Teasing in Hierarchical and Intimate Relations. Journal of Personality and Social Psychology,Vol. 75, No. 5, 1998.

Downloads

Published

2018-03-29

How to Cite

Marques, C. A. E., Silva, L. M. F. da, Oliveira, M. T. de A., & Vinha, T. P. (2018). Investigating teasing between peers. Education, 43(1), 127–140. https://doi.org/10.5902/1984644428067

Issue

Educação, v. 43, n. 1, jan./mar. 2018

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


Attribution 4.0 International (CC BY 4.0)

This license lets others remix, transform, and build upon the material for any purpose, even commercially, and copy and redistribute the material in any medium or format.


This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)

Most read articles by the same author(s)