This study aimed to investigate the process of disclosing bullying victimization from the former victims’ point of view. Twenty-three individuals with prior experience of victimization at school were interviewed. A grounded theory approach was used to analyze the data, which generated a grounded theory of help-seeking in victimization, comprising factors and conditions that influenced the willingness to ask for help when bullied. We concentrated on disclosure barriers and facilitators in a school context to identify important factors, which comprised type of peer harassment, type and form of initial attack, perception of available support at school, and perception of peer support. In terms of the practical implications of the present study, the identification of disclosure tendencies could provide a basis for developing school policies to facilitate disclosure.

这项研究旨在从前受害者的角度调查揭露欺凌受害者的过程。采访了23名曾在学校遭受过受害经历的人。扎根的理论方法用于分析数据，从而生成扎根的受害求助理论，其中包括影响被欺负的意愿的因素和条件。我们集中于学校环境中的信息披露障碍和促进者，以确定重要因素，包括同伴骚扰的类型，初次攻击的类型和形式，对学校可用支持的感知以及对同伴支持的感知。就本研究的实际意义而言，