The research team used a phenomenological design, a qualitative approach rooted in the philosophical tradition of exploring the essence of human experiences as they are perceived by those who live them. Participants were recruited through criterion sampling, a form of purposive sampling in which candidates must meet a specific defining condition—in this case, documented exposure to peer bullying. The interviews continued until data saturation was reached, the point at which new conversations stop yielding new themes. Every session was audio-recorded, transcribed, and then subjected to thematic analysis, a systematic method for identifying patterns of meaning across qualitative data. To ensure transparency and rigor, the authors conducted and reported the study in line with the COREQ checklist, a 32-item international standard for qualitative research reporting, and the work received ethical approval from the Giresun University Scientific Research and Publication Ethics Committee, with written parental consent and adolescent assent obtained for every participant.

From the transcripts, the researchers distilled five overarching themes: types of bullying, causes of bullying, effects of bullying, ways of coping, and recommended measures. Within these themes emerged fifteen subthemes, and together they form a taxonomy of adolescent victimization that is strikingly granular. The adolescents described four distinct forms of aggression: physical bullying, involving direct bodily harm; verbal bullying, through insults, mockery, and threats; social bullying, the quieter machinery of exclusion, rumor-spreading, and relational manipulation; and psychological bullying, a sustained assault on a victim’s sense of self-worth and safety. This fourfold classification echoes decades of bullying research initiated by Dan Olweus, but hearing the categories articulated by teenagers themselves gives each one a texture that questionnaires rarely capture.

Equally revealing is what the participants said about why bullying happens. The analysis grouped perceived causes into individual, family and social, and psychological origins. Some adolescents attributed aggression to personal traits of the perpetrators, including impulsivity and a desire for dominance or status. Others pointed to the environment: broken family dynamics, exposure to violence at home, and social norms that reward aggression among peers. The psychological dimension included low self-esteem, emotional dysregulation, and the perpetrators’ own unmet psychological needs. This layered causal picture aligns with ecological models of bullying, such as the framework advanced by Hong and Espelage, which situates victimization within nested systems running from the individual to the family, the peer group, the school, and the wider community. In other words, the adolescents themselves intuitively described what formal theory confirms: bullying is rarely the product of a single defective child, but of an interacting web of personal history and social context.

The consequences of that web, according to the study, are both physical and psychosocial. Participants reported somatic complaints—headaches, sleep disturbance, appetite changes—alongside deeper emotional wounds: fear, shame, anger, loss of confidence, and a corrosive withdrawal from school life and friendships. These accounts are consistent with a large body of quantitative evidence linking peer victimization to internalizing problems such as anxiety and depression. Recent longitudinal work, including studies published in the Journal of Youth and Adolescence and Psychological Medicine, has shown that the association between victimization and mental health deterioration is robust over time, and that friendship quality and perceived social support can buffer some of the damage. The Turkish adolescents’ narratives add a human dimension to those statistical curves, describing how the psychological effects of bullying ripple outward into academic performance, physical health, and the capacity to trust others.

When it came to coping, the study identified two broad pathways: personal methods and external support. On the personal side, adolescents described strategies such as ignoring the aggressor, avoiding known danger zones, attempting to respond in kind, and using private rituals to regulate their emotions. Research on adolescent coping suggests that these strategies fall along a spectrum from engagement to disengagement, and that their effectiveness depends heavily on context; avoidance may provide short-term relief while leaving the underlying victimization intact. The external pathway proved more consequential. Participants emphasized the value of social support from friends and trusted adults, and of professional help from school counselors and health providers. This mirrors the findings of intervention science: meta-analyses by Gaffney, Ttofi, and Farrington have demonstrated that well-structured school-based programs significantly reduce both perpetration and victimization, and cost-effectiveness analyses of programs such as KiVa in Finland show that prevention pays for itself in reduced harm.

Perhaps the most actionable part of the study is its fifth theme: the measures the adolescents themselves recommended. Participants called for school-based interventions, including clearer anti-bullying rules, better supervision, and teachers who take reports seriously rather than dismissing them as ordinary childhood conflict. They urged family-based measures, asking parents to communicate openly, watch for warning signs, and avoid blame directed at the victim. And they advocated individual and community education—awareness campaigns, classroom discussions, and public messaging that reframes bullying from a rite of passage into the public health problem that organizations such as UNESCO and the World Health Organization have declared it to be. The World Health Organization’s 2019 practical handbook on school-based violence prevention makes a similar case, arguing that no single actor can address bullying alone.

The study’s methodological choices deserve attention as well, because they shape how much weight its findings can bear. Phenomenological research does not aim for statistical generalizability; a sample of 16 adolescents in one Turkish province cannot tell us how common any given experience is. What it can do—and what this study does—is generate hypotheses and depth. By following the COREQ checklist, achieving data saturation, and grounding the analysis in established qualitative methods, the authors have produced findings that are credible as a window into lived experience, one that can inform the design of quantitative instruments, screening tools, and intervention protocols. The researchers also note that the datasets are available from the corresponding author on reasonable request, and the work received no external funding, with the authors declaring no conflicts of interest.

The broader significance of the study lies in its insistence that victims are not passive subjects of research but experts on the phenomenon that defines their daily lives. The adolescents interviewed here described a problem that is multidimensional in form, multifactorial in origin, and far-reaching in consequence—and, crucially, they described a solution architecture that is equally multidimensional: personal coping strengthened by social support, professional help embedded in responsive schools, and families engaged rather than sidelined. As global attention to bullying intensifies, with UNICEF estimating that a substantial share of the world’s adolescents experience peer violence, studies like this one remind policymakers that effective prevention cannot be imposed from above. It must be built in conversation with the young people it is meant to protect, listening to what they say hurts them, what they say helps them, and what they believe could stop the harm before it starts.

Subject of Research: Psychosocial difficulties and coping experiences of adolescents exposed to peer bullying

Article Title: Psychosocial difficulties and coping experiences of adolescents exposed to peer bullying: a phenomenological study

Article References: Ustuner Top, F., & Uzun, S. (2026). Psychosocial difficulties and coping experiences of adolescents exposed to peer bullying: a phenomenological study. Current Psychology, 45(18), Article 1520. https://doi.org/10.1007/s12144-026-10074-z

Image Credits: AI Generated

DOI: 10.1007/s12144-026-10074-z

Keywords: adolescence, peer bullying, victimization, phenomenology, qualitative research, thematic analysis, coping strategies, school psychology, mental health, social support, bullying prevention, Turkey