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Using retrospective reports to develop profiles of harmful versus playful teasing experiences
Naomi C Z Andrews1, Molly Dawes2
1Department of Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada.
Journal of Adolescence
|June 7, 2024
Summary
Peer teasing can be interpreted as harmful or playful, depending on context, relationship dynamics, and perceived power imbalances. Understanding these nuances is key to identifying harmful teasing behaviors.
Area of Science:
- Psychology
- Sociology
- Developmental Psychology
Background:
- Peer teasing is a common social interaction among adolescents.
- Distinguishing between harmful and playful teasing is crucial for understanding its impact.
Purpose of the Study:
- To explore the characteristics individuals use to interpret peer teasing as harmful versus playful.
- To elucidate the complex features of peer teasing episodes.
Main Methods:
- Conducted semistructured interviews with 27 university students (aged 18-25) in southern Ontario, Canada.
- Gathered retrospective reports of K-12 peer teasing experiences.
- Utilized content analysis to interpret interview data.
Main Results:
- Teasing was defined as harmful, playful, or a mix of both.
- Harmful teasing involved sensitive content, occurred between friends/nonfriends, and often featured power differentials.
- Playful teasing typically occurred between friends, had positive motives, but could still elicit negative emotions.
Conclusions:
- Peer teasing is multifaceted, with interpretations varying based on context and relational dynamics.
- A preliminary profile of harmful versus playful teasing interactions was established.
- Findings highlight the complexity of social interactions and their emotional impact.
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