Bullying situations in the academic context: perceptions of speech language undergraduate students

Abstract

Introduction: Bullying corresponds to situations of verbal and physical aggression that occur intentionally and repetitively against an individual who is disadvantaged in power, causing numerous problems and sequels throughout a lifetime. It can manifest itself in different environments, among them, in the university context. Objective: To identify the perception of Speech, Language and Hearing Sciences’ by undergraduates about bullying. Method: Descriptive-exploratory study, in which subjects were approached through a semi-structured questionnaire. Data was analyzed quali-quantitatively, through content analysis (open questions) and simple frequency (closed questions). Results: Among the 94 respondents, 59 (62.7%) identified situations of bullying at graduation: in the veteran-freshman relationship (20); motivated by the characteristics of weight (20); by sexual orientation/gender (13); in the teacher-student relationship (09); motivated by academic performance (08); social class (07) and ethnicity (05). Regarding academic performance, 91 (96.8%) consider that the victim has a loss in their academic performance: it causes psychological distress and emotional exhaustion (36), demotivation and lack of interest in college (25), social isolation and repression of expression ( 13); affects general well-being (10) and daily performance (04). Conclusion: Students recognize the occurrence of the phenomenon in the context of graduation and agree that such situations affect the teaching-learning process.