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"I Laughed Along for Years But Hated It Inside:" Understanding Nuance in Peer Teasing Experiences Using a Thematic
Naomi C Z Andrews1, Molly Dawes2
1Department of Child and Youth Studies, Brock University, Ontario, Canada.
Journal of Adolescence
|August 6, 2025
Summary
Peer teasing is complex, with interactions often blurring the lines between playful and harmful. Understanding the dynamics of teasing is crucial for effective social relationship management in youth.
Area of Science:
- Psychology
- Sociology
- Developmental Science
Background:
- Peer teasing is a common yet complex social interaction.
- Distinguishing between playful and harmful teasing remains challenging due to overlapping characteristics.
- A conceptual model of teasing interactions was developed to guide research.
Purpose of the Study:
- To provide conceptual clarity on the overlap between playful and harmful peer teasing.
- To explore the nuanced features and dynamic interactions within teasing episodes.
Main Methods:
- Qualitative inquiry using semi-structured interviews.
- University students (N=27) described adolescent teasing experiences (harmful and playful).
- Thematic analysis was employed to identify key themes.
Main Results:
- Six primary themes emerged: reciprocity vs. repetition, power dynamics, harm amplification, target/perpetrator responses, social skills, and lasting impacts.
- These themes illuminate mechanistic patterns in teasing interactions.
- The identified themes highlight factors influencing the perception of teasing as harmful or playful.
Conclusions:
- Teasing dynamics significantly shape whether an interaction is perceived as harmful or playful.
- Findings offer implications for educators, parents, and adolescents in navigating social relationships.
- Understanding these patterns can aid in managing and mitigating negative teasing experiences.
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