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1.
The purpose of this study was to examine the perceived severity of school bullying among participants with different roles (victims, bullies, bullies/victims and non-involved individuals) and to determine whether interactions between type of bullying and participant roles exist. Two Olweus-like global items and a revised School Bullying Severity Scale for elementary students were used in this study. A total of 1816 valid surveys completed by students in grades 5 and 6 (mean age = 11.5, SD = .84) were collected. Data were analysed using a mixed-model two-way ANOVA. The results revealed a significant main effect of type of bullying. Physical and verbal bullying were perceived as more severe than relational and cyberbullying. A significant two-way interaction between bullying category and participant role was also identified. Bullies did not perceive the four types of victimisation behaviours differently, whereas victims and bullies/victims both rated physical victimisation as most severe and cyber-victimisation as least severe. However, effect sizes were small. Implications for bullying prevention and intervention are discussed. 相似文献
2.
Kevin van der Meulen Daniel Brugman Olga Hoyos Cristina del Barrio 《Infancia y Aprendizaje》2019,42(2):337-373
Students’ role in traditional bullying and cyberbullying was investigated in relation to self-serving cognitive distortions (SSCD), perception of school moral climate and bullying observation. Participants were secondary school students from Spain (n = 568; 286 girls) and the Netherlands (n = 421; 223 girls). The results demonstrated that in both country samples, bullies and bully-victims had higher levels of SSCD. Both Spanish and Dutch students who were directly involved in traditional bullying situations showed more negative perceptions of the school moral climate. In cyberbullying situations, bystanders scored higher on school moral climate perception than bullies and bully-victims. Furthermore, school moral climate perception was negatively associated with traditional bullying observation in the group of victims, and with cyberbullying observation in the case of victims and bystanders. The present findings suggest that future research should focus on the cause-effect relations of these factors, which could include measuring the effects on bullying prevalence of an intervention aimed at SSCD reduction in bullies and bystanders and the improvement of the school moral climate. 相似文献
3.
校园欺负行为干预研究的新视角 总被引：1，自引：1，他引：1
校园欺负行为作为一种低水平的暴力形式,严重危害着学生的身心发展,因此历来受到教育者的关注。该文从心理学和社会学角度出发,对近期国内外校园欺负问题的危害及干预策略的研究进展作了回顾。首先系统分析了校园欺负行为对欺负者、受欺负者、旁观学生以及整个校园的危害;其次从社会、学校、班级、家庭、个体等不同角度讨论了校园欺负行为的主要干预策略;最后提出了未来研究应该思考的若干问题。 相似文献
4.
The aim of the present study was to investigate how bullying incident participant roles and moral reasoning relate to each other in adolescents. To do so, we examined sociomoral judgments about hypothetical bullying incidents and moral disengagement in adolescents identified as bullies, defenders of the victim and passive bystanders. Six-hundred and twenty-six high school students (13- to 15-years-old) took part in this study and 131 were assigned a specific bullying incident participant role through peer nomination. Findings reveal that defenders of the victim show greater and more uniform moral sensibility than did both bullies and passive bystanders. Sociomoral reasoning helped differentiate between both bully subtypes (bully-leaders and bully-followers) and passive bystander beyond displaying greater moral disengagement than defenders did. 相似文献
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Bullying and repeated conventional transgressions in Swedish schools: How do gender and bullying roles affect students’ conceptions? 
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下载免费PDF全文 Robert Thornberg Tiziana Pozzoli Gianluca Gini Jun Sung Hong 《Psychology in the schools》2017,54(9):1189-1201
Bullying is a moral transgression. Recognizing the importance of approaching bullying from a moral perspective, the present study examines whether children's judgments and reasoning to justify their judgments differ between bullying and repeated conventional transgressions. Our study also explores differences by gender and differences among bullies, victims, and uninvolved students. Participants included 381 students from 13 elementary schools in Sweden. Findings indicate that children judge bullying as more wrong than repeated conventional transgressions; use moral reasons more frequently in their justifications about bullying than about repeated conventional transgressions; and use conventional reasons more frequently to justify their judgments on repeated conventional transgressions as compared with bullying. Female students and nonbullies judged bullying and repeated conventional transgressions as more wrong and used moral reasons more frequently in their justifications of judgments of bullying than did male students and bullies. Male students reported bullying more than did female students. Implications for practice are also discussed. 相似文献
7.
OBJECTIVE: This follow-up investigation studied the extent of bullying among children aged 8 (Study 1) and 12 (Study 2), and measured the persistence of this behaviour. The relationship between bullying and psychological disturbance at these two time points was also studied. Furthermore, the relationships between bullying and some background factors were investigated. METHOD: 1268 children were studied at two time points using three different questionnaires. Parents filled out the Rutter A2 Scale, teachers the Rutter B2 Scale and children themselves the Children's Depression Inventory (CDI). RESULTS: Males outnumbered females at both time points among bullies, bully-victims (children who both bully and are victims) and victims. There was a clear difference between the genders among bullies and bully-victims, but the difference was quite minimal among victims. The number of children involved in bullying declined somewhat during the 4-year follow-up period, and a substantial number of children changed status, bullies became bully-victims for example. Nearly half the children involved in bullying in Study 2 had been involved 4 years earlier. Those children who were bully-victims in Study 1 were most commonly found to be still involved in bullying 4 years later. At both time points, children involved in bullying were found to have significantly more psychiatric symptoms than other children, and to be psychologically disturbed. Males and children from low SES families were more prone to continue to be involved in bullying over a 4-year period. CONCLUSIONS: Bullying is common among children, and in many cases lasts for years. Bully-victims are particularly at risk of remaining involved in bullying over longer periods. Also, children involved in bullying often have psychiatric problems and are disturbed. 相似文献
8.
王玥 《北京师范大学学报(社会科学版)》2019,(4):32-45
校园欺凌是国内外中小学中普遍存在的现象,从心理学角度考察其成因、探索相应干预措施有着重要意义。有关欺凌事件直接参与者的研究表明:部分欺凌者存在一定程度的反社会行为或认知特征,欺凌行为也是青春期个体获取、维护社会支配地位的一种手段;某些"另类"特征、情绪和社会交往问题会让儿童青少年成为易受欺凌的对象;欺凌和受欺凌都可能导致个体情绪、行为等方面的适应障碍,其不良影响甚至会延续相当长的时间;欺凌-受欺凌者是最不稳定的一类角色,兼具欺凌者与受欺凌者两者的缺点,适应状况通常最差。班级内的同伴生态、旁观者的行为和朋友关系都会影响欺凌事件的发生几率及所导致的后果。某些家庭和父母特征也是与欺凌行为联系密切的危险性或保护性因素。积极的师生关系有助于减少欺凌事件的发生,也能对其后果起到缓冲作用。但缺乏培训的父母和教师,通常无法及时准确地识别欺凌事件并做出有效应对。当前教育实践中,可以有效防控校园欺凌的措施大致可以划分为两类;一是面向特定相关群体的单水平干预,二是要求学生、家长、教职员工等都要参与其中的多水平干预。 相似文献
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Laura Repo Nina Sajaniemi 《Early Years: An International Journal of Research and Development》2015,35(1):5-21
Despite the growing body of evidence that the origins of bullying lie in early childhood, very little is known about the nature of the phenomenon in preschool groups. The current understanding among studies conducted in the school environment is that bullying prevention can only be effective if training with individual children takes place parallel to broader interventions in the classroom. The aim of this study was to examine how bullying prevention should be focused among under school-aged children. Since we know that children with special educational needs (SEN) have been found to be extremely vulnerable to bullying and victimization, we examined the role of three- to six-year olds with SEN in bullying situations. In addition, we examined whether the peripheral roles of other children in bullying situations can already be observed in preschool groups. The data were collected from a survey of day care staff in the city of Vantaa (n = 771). According to staff reports, 18% of bullying took place in situations in which children with SEN were present. Bullies with SEN used more physical forms of bullying and bullies without SEN used more psychological forms of bullying. The findings also showed that the multiple, peripheral roles of the bystanders in bullying situations are already occurring in preschool groups, especially among boys. It is important to target intervention programs in preschools both on individual children and at group level. 相似文献
10.
Recent research into bullying in schools has focused upon the social context in which bullying commonly takes place and the roles taken by student bystanders observing the bullying. This article describes a methodology that has been developed, employing a video presentation and a related questionnaire, and applied in a number of countries, including Australia, Bangladesh, England, Israel, Italy and South Africa. This approach was utilized to examine reported bystander behaviour of schoolchildren witnessing bullying at school and to identify factors that may account for positive and negative responses of bystanders in both upper primary and lower secondary levels of schooling. 相似文献
11.
Mike Eslea Peter K. Smith 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):203-218
The DFE Sheffield Anti‐Bullying Project showed that schools can reduce the problem of bullying through the use of whole‐school anti‐bullying policies, curriculum exercises, environmental improvements and individual work with bullies and victims. However, the length of time necessary to plan these interventions meant that, in many cases, the work was not completed when the project evaluations ended. This study investigates the continuing progress made in primary schools in the year after the end of the project. Eleven heads took part in interviews; all schools had made some progress with policy development, and all used some curriculum resources. Most had continued with environmental improvements, but few had used the methods for dealing with bullies and victims. Four schools then administered the Olweus bullying questionnaire to all pupils between ages seven and eleven, 657 children taking part. Two schools had a consistent decline in reported bullying, one experienced a consistent rise and the other an initial fall and subsequent rise. Important factors influencing success appeared to be the extent of the consultation exercise and the date of implementation of the anti‐bullying policy. All four schools had reduced bullying among boys, but three experienced a rise in bullying among girls. Anti‐bullying work may have been influenced by a male stereotype of bullying behaviour: efforts are necessary to raise awareness and promote honesty among girls. No school had raised the proportion of victims who had told staff about being bullied. 相似文献
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Michael B. Greene 《International journal for the advancement of counseling》2003,25(4):293-302
Individual, group, and family counseling are invariably included in bullying prevention programs and strategies. Nevertheless, if bullying is treated exclusively as a problem between bullies and victims or as a family problem, counseling efforts will have limited impact. Counseling strategies must be articulated within a systemic approach to bullying in schools. In particular, the roles that students and adults play in actively or passively reinforcing bullying behavior must be addressed through school-wide and family efforts to change the norms and climate with respect to bullying. The pertinent literature is reviewed and steps to implement a systemic prevention strategy are outlined. 相似文献
13.
Recent research into bullying in schools has focused upon the social context in which bullying commonly takes place and the roles taken by student bystanders observing the bullying. This article describes a methodology that has been developed, employing a video presentation and a related questionnaire, and applied in a number of countries, including Australia, Bangladesh, England, Israel, Italy and South Africa. This approach was utilized to examine reported bystander behaviour of schoolchildren witnessing bullying at school and to identify factors that may account for positive and negative responses of bystanders in both upper primary and lower secondary levels of schooling. 相似文献
14.
Wei-Ru Chen 《Educational studies》2019,45(4):480-496
The current scales for self-blame are not suitable for school bullying scenarios and most lack validity. This study used a self-developed scale to measure bullied victims’ tendency to self-blame and further examined whether victims and bully/victims exhibited different tendencies toward self-blame under both bullied and generalized scenarios. The study consisted of 1,320 student participants from grades five to nine. The research instrument was a self-constructed bullied-victim self-blame scale (BSS), and the results were analyzed using the Rasch rating scale model. The Rasch results showed strong evidence of BSS reliability and validity. The results indicated that participants’ self-blaming tendency scores were positively correlated with depression (r = .31). In addition, participants’ self-blaming scores in relational bullying were higher than those in verbal and physical bullying. The self-blaming tendency of bully/victims under bullied scenarios was higher than that of victims, but no difference was found between bully/victims and victims for generalised scenarios. The participants’ tendency to self-blame under generalised scenarios was significantly higher than under bullied scenarios. The tendencies of various roles to self-blame under different scenarios and the self-blaming counselling strategies for victims are discussed at the end of this study. 相似文献
15.
As part of an international study that examined students' bystander behaviour when witnessing bullying in the school environment, we asked 216 junior high and 190 elementary Israeli school students to respond to a questionnaire addressing various issues related to bystander behaviours, following viewing a video showing various bullying incidents. Results showed that more than half of the students observed verbal and physical bullying and more than third of the students observed sexual coercion type of bullying on a weekly basis. Overall, most of the students reported that they would not support the bully when witnessing bullying and would support the victims and/or call a teacher. In other words, verbally they possess the right attitude towards bullying. Further analysis of students' responses, based on their status in relation to bullying, that is, reported being a victim, bully, bully/victim or neither, revealed that victims tend to report calling teachers more than students who reported being bullies and also bully/victims. Notably, bullies as bystanders were more likely to support bullies and not to get a teacher. Implications of these results for teachers who attempt to combat bullying in their schools are discussed. 相似文献
16.
In order to prevent bullying, research has characterised the adolescents involved in terms of their social skills, maladjustment and popularity. However, there is a lack of knowledge concerning the relationships between these variables and how these relationships predict bullying involvement. Moreover, the literature has focused on pure bullies and victims, despite the fact that bully-victims are known to be the most troubled. The aim of this work is to study the relationships between these variables and their predictive value, focusing on the bully-victim role. The sample (N?=?641) is made up of adolescents aged between 12 and 17?years. The results mainly indicate that the level of maladjustment and social skills predicts sociometric popularity, which is a significant predictor of bullying involvement. Differences in the social roles were observed, suggesting that social skills and maladjustment serve a different purpose for bully-victims than for the other roles involved. 相似文献
17.
Chrystalla Kaloyirou 《欧洲特需教育杂志》2013,28(2):153-166
This study examines the use of role-play in order to investigate bullies’ intentions, feelings and perceptions through identification and projection. The study was conducted with nine 12-year-old boys that presented high levels of bullying behaviour, according to their teachers and peers, from three state primary schools in Nicosia, Cyprus, with different social characteristics. The results were analysed in the light of social information processing. During the role-play activity, the boys appeared to project their personal experience either as bullies or as victims onto the characters presented. The results of this study suggest that role-play can be used as a means to explore boys’ perceptions of bullies’ intentions, feelings and perceptions and can contribute to a better understanding of bullying. 相似文献
18.
Roslynn Quirk 《教育心理学》2015,35(4):430-448
Given their ubiquitous presence as witnesses to school-yard bullying, the role of the ‘bystander’ has been studied extensively. The prevalence and behaviour of bystanders to cyberbullying, however, is less understood. In an anonymous, school-based questionnaire, 716 secondary school students from South-East Queensland reported whether they had witnessed traditional and/or cyberbullying, and how they responded to each type. Overlap in bystander roles between online and offline environments was examined, as was their relationship to age and gender. Students who witnessed traditional bullying were more likely to have witnessed cyberbullying. Bystanders’ behaviour was sometimes similar in both contexts of traditional and cyberbullying, mainly if they were outsiders but half of the 256 students who reported witnessing both traditional and cyberbullying, acted in different roles across the two environments. The implications of the findings are discussed in the context of previous research on cyberbullying and traditional-bystanders. Future research should further explore the role of bystanders online, including examining whether known predictors of traditional-bystander behaviour similarly predict cyber-bystander behaviour. 相似文献
19.
Children''s reactions to cooperative group work: a strategy for enhancing peer relationships among bullies, victims and bystanders 总被引：1，自引：0，他引：1
This investigation increases our understanding of the interpersonal interactions that take place during co-operative group work (CGW) among children nominated by their peers as bullies, victims and bystanders. Using the method of Interpersonal Process Recall (IPR), children were given the opportunity to explore their own and others' feelings and actions during video replays of co-operative group work at two time points over an eight-month period, and to share their emotional responses with other members of the group. The study indicated that CGW had an impact on the expression of some emotions. At Time 1, bystanders expressed more enjoyment of CGW than either bullies or victims; at Time 2, these differences had disappeared. However, the tendency of victims to deny their feelings in comparison to bullies and bystanders remained. The implications for educational practice are discussed. 相似文献
20.
Nathan Essex 《Clearing house (Menasha, Wis.)》2013,86(5):192-196
Bullying is a serious and escalating problem in public schools across America. Each day, thousands of students face taunts and humiliation stemming from bullies. Bullying victims experience emotional and psychological problems that may persist for a lifetime. Other victims commit suicide or retaliate against bullies out of fear for their own safety. Because the courts presume that schools are safe places, teachers and administrators have a leading responsibility to protect students from the harmful behavior exhibited by bullies. They are expected to foresee that bullying is a harmful activity and initiate appropriate steps to eliminate it. This article discusses the magnitude of the problem of bullying in public schools and the threat of liability for school personnel who fail to respond to bullying incidents. It concludes with a set of guides that should assist teachers and administrators in protecting students from foreseeable harm while minimizing their legal exposure to law suits based on negligence. 相似文献