The present thesis investigated a phenomenon in South Korea, which corresponds to bullying with respect to terms, perceptions, origins and moral reasoning. These were examined by three main studies across various age-ranges. Study 1 examined terms for and perceptions of bullying-like behaviours in South Korea using a qualitative approach, from young children to adults. Results showed that wang-ta was the term predominantly used to describe bullying-like behaviour in South Korea. Depending on types of aggression and participants’ ages, different terms emerged showing historical changes within a culture. 10-15 years old pupils used their own terms, different from wang-ta; and workplace personnel and 10-15 year old pupils showed negative attitudes towards victims. Previous studies showed that bullying–like behaviours among young children differ in some ways from those of older children. Study 2 investigated bullying-like behaviours among 6 year olds in South Korea using peer, self, and teacher reports; and examined bullying roles in relation to various types of aggression and peer status. Results showed that depending on informants, bullying roles were nominated differently; the role of aggressors showed higher consistency across informants than other roles. Relational victimisation was seen differently depending on informants. One of the theories for why some people engage in bullying-like behaviours has focused on their moral understanding about aggressive behaviours. Study 3 investigated moral reasoning about aggressive behaviours in terms of types of aggression, age, gender, and experience of aggression. Sixty 7 year olds and ninety 11 year olds from South Korea participated. Results indicated that moral reasoning about aggressive behaviours differed by type of aggression and children’s age. Social exclusion was regarded as less wrong and less harmful than other types of aggressive behaviours. Gender differences were rarely found. The results are discussed in terms of pupils’ attitudes toward wang-ta in South Korea.

In this thesis I undertake an autoethnographic, phenomenological investigation of the experience of being bullied as a child by an adult; namely my mother, and to some extent my father, throughout my deeply religious upbringing, and its consequences and outcomes in my life. Using as a framework the story of the hero’s journey, I explore through layered storytelling and reflective analysis, how I came to marry a bully, and experience domestic violence, and my response. I investigate the difficulties I encountered in my relationship with my first son as he became a toddler. The areas I cover are the experience of being bullied and the effects on my choice of a partner and on our relationship. As I write I am brought up against my ‘self’ as I look at the concept of intimate partner violence and the subject of violent women, along with family terrorism, and whether or not violence is gendered. I also investigate bullying behaviour between adults, at how bullies and victims are created, and how I came to act out both of these behaviours. I describe my journey through counselling to gaining a new attitude towards children. Other influences which have shaped me, including religion and faith are examined, to see how they have provided resilience, and how these aspects of my life have been transformed to influence how I came to work with and for children in the educational field. I describe how my work has continued to inform and transform my views of the way adults treat children, the recognition that when children behave ‘badly’ there is a cause, and describe why I have a passion to see that adults find new ‘ways of being’ with them.