Bullying in early life is often the beginning of bullying in the future adult social life, and once it begins, the bully and victim, both are never the same. Bullying is a problem in our schools and hence in the society. Despite extensive research, no acceptable solution to the problem of bullying is not yet available. The consequences of bullying have been well documented in the research, and these findings suggest that bullying as an event has concrete psychosocial parameters. Therefore, intervention can be designed guided by these evidences to change this practice of bullying in schools from a social intervention strategy. Greif, Furlong, and Morrison (2003) define bullying as the systematic abuse of power. Greif and coworkers deals with the topic by operationally defining bullying, and according to them, there will always be power relationships in social groups, by virtue of strength or size or ability, force of personality, and/or by sheer numbers or recognised hierarchy (Greif, Furlong, and Morrison, 2003). Bullying is a psychosocial phenomenon in the sense that it has both psychological and social reasons and psychological and social impacts. Despite different intervention measures, still bullying in early life is prevalent which can be the starting points of future bullying in the society. Therefore, there remains scope for further studies in this area, and this can be the topic of this social research since knowledge about the factors may help the scientists to design interventions that may prevent this.
Why it is worth Studying
Qualitative researchers usually focus on an aspect of a topic that is poorly understood and about which little is known. The general topic area may be narrowed and clarified on the basis of self-reflection and discussion with colleagues, but researchers may proceed with a fairly broad research question that allows the focus to be sharpened and delineated more clearly once the study is underway (Kumar, 1999). Since the best way to prevent is to know why bullying occurs at the school level, this research may throw light into the different facets of this problem. In this regard, a theoretical framework of social change would best be adopted, since that would guide the intervention and would serve as a tool to evaluate the intervention. In this theoretical framework, there is an attempt to interpret the human behavior on the perspectives of social process and pragmatism. Thus all human behavior is actually an expression of interactions leading to a social process, and all of them have subjective meanings. Bullying has subjective aspects of social life, both from the perspectives of the bully and the bullied, and they fail to respond to the objective macrostructural aspects of the social life. Drawing on this, it can be stated that social and psychosocial initiatives can bring about a change in the behavior of those who bully and change in psychological and social reactions in those who are bullied.
Qualitative findings often are the basis for formulating hypotheses that are tested by quantitative researchers, and for developing measuring instruments for both research and clinical purposes. Qualitative findings can also provide a foundation for designing effective nursing interventions. Qualitative studies help to shape the researchers' perceptions of a