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1.
《Child abuse & neglect》2014,38(10):1607-1617
The aim was to examine prospectively associations between bullying involvement at 14–15 years of age and self-reported general health and psychosocial adjustment in young adulthood, at 26–27 years of age. A large representative sample (N = 2,464) was recruited and assessed in two counties in Mid-Norway in 1998 (T1) and 1999/2000 (T2) when the respondents had a mean age of 13.7 and 14.9, respectively, leading to classification as being bullied, bully-victim, being aggressive toward others or non-involved. Information about general health and psychosocial adjustment was gathered at a follow-up in 2012 (T4) (N = 1,266) with a respondent mean age of 27.2. Logistic regression and ANOVA analyses showed that groups involved in bullying of any type in adolescence had increased risk for lower education as young adults compared to those non-involved. The group aggressive toward others also had a higher risk of being unemployed and receiving any kind of social help. Compared with the non-involved, those being bullied and bully-victims had increased risk of poor general health and high levels of pain. Bully-victims and those aggressive toward others during adolescence subsequently had increased risk of tobacco use and lower job functioning than non-involved. Further, those being bullied and aggressive toward others had increased risk of illegal drug use. Relations to live-in spouse/partner were poorer among those being bullied. Involvement in bullying, either as victim or perpetrator, has significant social costs even 12 years after the bullying experience. Accordingly, it will be important to provide early intervention for those involved in bullying in adolescence.  相似文献   

2.
The principal aim of the study is to examine the role of perceived teacher unfairness in predicting bullying behaviour. Data were taken from the “Health Behaviour in School Aged Children” project, a cross-sectional survey investigating health behaviours among early adolescents in selected European countries. Bullying behaviour (bully, victim, and bully/victim), perceived teacher unfairness and others confounding factors were measured through a self-administered questionnaire filled out by a representative sample of 4,386 (48.4% males) Italian students (11, 13, and 15 years old). Covariates included demographic characteristics, socioeconomic status, school performance and other psychological factors. After adjusting for age and gender, teacher unfairness showed a significant association with being a bully (OR = 1.59; CI = 1.40–1.80) and a bully or victim (OR = 1.47; CI = 1.21–1.78). This relationship remained significant after additional adjustment for several potential confounding factors. Results show that characteristics of the school setting such as teacher unfairness can be significant predictors of involvement in bullying behaviour among early adolescents.  相似文献   

3.
Bullying at school has far-reaching impacts on adolescent well-being and health. The aim of this study was to examine trends in bullying at school according to socioeconomic adversities among Finnish adolescents from 2000 to 2015. A population-based school survey was conducted biennially among 14–16-year-old Finns between 2000 and 2015 (n = 761,278). Distributions for bullying, being bullied and socioeconomic adversities were calculated. Associations between bullying involvement, time and socioeconomic adversities were studied using binomial logistic regression with results shown by odds ratios with 95% confidence intervals. At the population level, the likelihoods of bullying and being bullied varied only slightly between 2000 and 2015. Bullying and being bullied were associated with socioeconomic adversities (low parental education, not living with both parents and parental unemployment in the past year). Unlike in the general population, the likelihoods of bullying and being bullied increased markedly among adolescents with most socioeconomic adversities. The increased socioeconomic differences in bullying involvement observed in this study add to the mounting evidence of polarization of adolescent health and well-being. Socioeconomic adversities should be considered in the prevention of bullying at school. In addition, socio-political measures are needed to decrease socioeconomic inequalities among Finnish adolescents.  相似文献   

4.
The aim of this study was to determine how trajectory clusters of social status (social preference and perceived popularity) and behavior (direct aggression and prosocial behavior) from age 9 to age 14 predicted adolescents’ bullying participant roles at age 16 and 17 (n = 266). Clusters were identified with multivariate growth mixture modeling (GMM). The findings showed that participants’ developmental trajectories of social status and social behavior across childhood and early adolescence predicted their bullying participant role involvement in adolescence. Practical implications and suggestions for further research are discussed.  相似文献   

5.
This study formed the second wave of a longitudinal research project examining bullying from the students’ perspective. A sample of 877 Swedish 13‐year‐olds filled out a questionnaire regarding the definition of bullying, reasons for why some students are bullied and the experience of adults’ response to bullying. In their definitions, girls were more likely than boys to include the victims’ experience of bullying, whereas boys were more likely than girls to mention bullying as an imbalance of power and a set of repeated actions. Assigning responsibility for the bullying to the bully was more common among girls and bullied adolescents than among boys and non‐bullied adolescents. Furthermore, among bullied adolescents, 23% had not told anyone about the bullying and 35% had not received any help.  相似文献   

6.
OBJECTIVE: This study investigated psychiatric symptoms and deviance at the age of 15 years among children involved in bullying at the age of 8 years or at the age of 12 years. Furthermore, the relationships between involvement in bullying at the age of 8 years, concurrent psychiatric deviance, and later psychiatric deviance were studied. METHOD: Questionnaires filled in by the parents, teachers and children themselves were used to reveal psychiatric symptoms and deviance. RESULTS: Children involved in bullying, in particular those who were bully-victims at early elementary school age and those who were victims in their early teens, had more psychiatric symptoms at the age of 15 years. The probability of being deviant at the age of 15 years was higher among children involved in bullying at the age of 8 or 12 years than among non-involved children. When concurrent psychiatric deviance was taken into account, involvement in bullying increased the probability of teacher-defined deviance at the age of 15 years. CONCLUSION: Bullying experiences are connected not only to concurrent psychiatric symptoms but also to future psychiatric symptoms. Furthermore, the probability of being deviant in adolescence is increased if the child has been involved in bullying at elementary school age.  相似文献   

7.
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   

8.
This paper reports the Italian data on the bystanders' project. In the last decade, several studies have been conducted on the prevalence and nature of bullying among primary and secondary students as well as on individual and social risk factors, illustrating that bullying in the Italian context is a widespread phenomenon. No research has been conducted, so far, on the 'bystander' behaviours of those students who see other peers being bullied or bullying others in school either physically, verbally or through sexual coercion (i.e. touching girls). The study was conducted with 594 students (51.9% boys and 48.1% girls), aged 12–16 years old, with a mean age of 13.1 (SD=0.87). They were recruited from six different middle schools, two in each of three different sites in Italy: Northern Italy (Vercelli), Central Italy (Rome) and Southern Italy (Catania). Results showed that though the most likely reaction is supporting the victim by trying to discourage the bully, gender differences emerged, with girls more likely than boys to support the victim and boys more likely to encourage the bully or simply ignore. Differences resembling the same pattern emerged also with regard to own involvement as a bully or a victim. Findings are discussed by looking at possible applications for intervention.  相似文献   

9.
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   

10.
School bullying has been investigated by looking at either the frequency of bullying or the perceived severity of being bullied. However, the relationship between these two constructs needs further clarification. The aim of this study was to clarify the connections between the frequency and the perceived severity of being bullied for bullying intervention and prevention, and examine gender differences in these two constructs. The participants consisted of 1423 secondary school students in southern Taiwan. The 21-item School Bullying Scales with Frequency and Severity were administered. Using Rasch analysis, the two subscales of frequency and severity were aligned on the interval logit scale to yield four quadrants. Results showed that the two latent traits derived from the two subscales had a weak correlation (r = ?.11). Some bullying behaviours, including ‘one’s friendship being ruined’, ‘belongings taken without permission’, ‘being hit and kicked’, ‘being spoken ill of in public’, and ‘being ostracised’, were perceived as the most severe and most frequent behaviours. Boys reported to be more frequently bullied than girls were, whereas girls perceived bullying to be more severe than boys did. It was suggested that bullying behaviours perceived as higher severity and frequency deserve greater attention.  相似文献   

11.
Bullying is a form of interpersonal trauma that impacts all parties involved, including the youth who witness the bullying. Some bystanders choose to intervene and defend the child being bullied. Defending may be positively associated with psychosocial difficulties because youth are becoming more involved in a traumatic event, or because youth may be actively coping with the distress elicited from witnessing bullying; however, the link between defending and psychosocial difficulties has not yet been examined. The current study investigated the age-related differences and psychosocial difficulties associated with defending behaviour in school bullying. Data were collected from 5071 Canadian youth from Grades 4–12. Participants completed an online survey at school, which assessed demographic information, recent defending behaviour, location and frequency of witnessing bullying, and psychosocial difficulties (internalizing, anger, psychosomatic, academic, and relationship difficulties). A subsample of 1443 pure bystanders (no current bullying involvement) was used for regression analyses. Defending behaviour was more common among girls and among younger students. For boys, defending behaviour was associated with more psychosocial difficulties compared to boys who only witnessed the bullying. This relationship was less consistent for girls. Defending behaviour was also associated with more psychosocial difficulties at high levels of bullying exposure. These associations suggest that defending may come at a cost for youth, or that youth are defending their peers to cope with negative emotions associated with witnessing interpersonal trauma. More longitudinal research is needed to clarify these associations.  相似文献   

12.
The present study examined psychosocial adjustment in the following four groups of students: victims, bullies, bully/victims and a control group of adolescents not involved in bullying or victimization problems. Psychosocial adjustment was measured considering as indicators: level of self-esteem, depressive symptomatology, perceived stress, feeling of loneliness, and a general measure of satisfaction with life. Participants (N=1319) were aged from 11 to 16 (47% male) and drawn from seven state secondary schools in Valencia (Spain). ANOVAs revealed significant differences among groups, reporting adolescents not involved a general better psychosocial adjustment; they had higher levels of self-esteem and satisfaction with life, and lower levels of depressive symptomatology, perceived stress and feeling of loneliness. The scores for this group were equivalent to those of bullies with respect to self-esteem, depressive symptomatology and loneliness. However, bullies perceived more stress and expressed less satisfaction with life, as did the other two groups, namely victims and bully/victims. Victims reported the strongest feelings of loneliness. Bully/victims seemed to share characteristics with both bullies and victims, though showing more similarities with the latter and a general poor psychosocial profile.  相似文献   

13.
OBJECTIVE: To examine factors associated with bullying and victimization from age 8 to 16. METHOD: An 8-year longitudinal study included questions about bullying and victimization at age 8 and 16. Children were evaluated with Rutter scales by parents and teachers and with the Child Depression Inventory filled in by the children at age 8. When the children were at the age of 16 parents filled in the CBCL and adolescents the YSR. RESULTS: About 15% of boys and 7% of girls were bullied and 12% of girls and 13% of boys were victimized at age 16. Both bullying and victimization at age 16 were associated with a wide range of psychological problems at age 8 and 16, and with referral to child mental health services. Bullying at age 8 was associated with bullying at age 16, while victimization at age 8 was associated with victimization 8 years later. CONCLUSIONS: Bullying and victimization are often persistent and associated with severe emotional and behavior problems. Preventive efforts should be focused, and targeted at those children who are characterized by both psychological disturbance and bullying.  相似文献   

14.
In the present study, attitudes of elementary school teachers toward different types of bullying (verbal, physical, and relational) were investigated. Six written vignettes describing all types of bullying were given to 405 elementary school teachers (F = 218; M = 187). Results indicated that teachers perceived relational bullying, specifically, social exclusion, less serious than verbal and physical bullying. Unlike previous findings, however, the teachers considered verbal bullying behaviors more serious than physical bullying behaviors and were also more empathetic toward the victim physically bullied and the victim verbally bullied than the victim relationally bullied. Coherent with the findings of empathy, they were also more likely to intervene in verbal and physical bullying behaviors than relational bullying behaviors. Gender of the participant was a significant factor for all variables. The most rated intervention strategy was having a serious talk with the bully, regardless of the type of victimization. Multiple regression analysis illustrated that seriousness and empathy scores both predicted the need for intervention scores significantly in all types of bullying. The findings of this study highlight the importance of increasing teachers’ awareness and knowledge about all types of bullying, their consequences, and intervention skills to lessen bullying behaviors.  相似文献   

15.
This study investigates the dynamic interplay between bullying relationships and friendships in a sample of 481 students in 19 elementary school classrooms (age 8–12 years; 50% boys). Based on a relational framework, it is to be expected that friendships would be formed when two children bullied the same person and that children would start to bully the victims of their friends. Similarly, it is to be expected that friendships would be formed when two children were victimized by the same bully and that children would become victimized by the bullies of their friends. Longitudinal bivariate social network analysis supported the first two hypotheses but not the latter two. This study provides evidence for group processes in bullying networks in childhood.  相似文献   

16.
Little research attention has been paid to bullied students who function better than expected and are therefore defined as “resilient”. The present longitudinal study aimed to identify individual, family and peer factors that predict fewer than expected levels of depression and delinquency following experiences of bullying victimization. The sample consisted 3,136 adolescents. Self-report data were used to measure bullying victimization at age 13 and 14 and depression and delinquency at age 14. We examined the effects of gender, self-esteem, social alienation, parental conflict, sibling victimization and number of close friends on levels of emotional and behavioral resilience following bullying victimization. The resilience measures were derived by regressing depression and delinquency scores at age 14 on levels of bullying victimization at age 13 and 14, respectively. The adolescents who reported low depression despite frequently experiencing bullying tended to be male, had higher self-esteem, were feeling less socially alienated, were experiencing low levels of conflict with parents and were not victimized by siblings. On the other hand, the adolescents who reported low delinquency despite frequently experiencing bullying tended to be female, had higher self-esteem, were experiencing low levels of conflict with parents, were not victimized by siblings and had less close friends. Relationships with parents and siblings continue to play some role in promoting emotional and behavioral adjustment among victims of bullying and, therefore, interventions are more likely to be successful if they target both the psychosocial skills of adolescents and their relationships with their family.  相似文献   

17.
The aim of the present research was to examine adolescents’ definitions of bullying in a nationally representative sample of adolescents in Ireland. Definitions of bullying were examined according to age, gender, and bullying experiences. A sample of 4358 adolescents aged 12–19 years (M?=?14.99 years, SD?=?1.63) provided their definitions of bullying as part of the My World Survey-Second Level. The definitions were explored using content analysis. Adolescents differed in terms of their definition of bullying, with younger students frequently describing the nature of bullying as mean, while older students displayed a heightened awareness of the feelings associated with being a victim of bullying. Older females and those who had experienced bullying were more likely to discuss the emotions associated with bullying compared to males and those who had not been bullied. Adolescent definitions of bullying were not in line with widely accepted researcher definitions. Recommendations are made for researchers and those designing anti-bullying interventions and educational programmes.  相似文献   

18.
Trajectories in bullying through adolescence were studied along with individual, family, and peer relationship factors. At the outset, participants' ages ranged from 10 to 14; 74% identified as European Canadian with the remainder from diverse backgrounds. With 8 waves of data over 7 years, 871 students (466 girls and 405 boys) were studied to reveal 4 trajectories: 9.9% reported consistently high levels of bullying, 13.4% reported early moderate levels desisting to almost no bullying at the end of high school, 35.1% reported consistently moderate levels, and 41.6% almost never reported bullying. Students who bullied had elevated risks in individual, parent, and peer relationship domains. Risk profiles and trajectories provide direction for interventions to curtail the development of power and aggression in relationships.  相似文献   

19.
Research demonstrates that children exposed to domestic violence experience a myriad of internalising and externalising symptoms. The current study examines this pathway within a Cambodian sample, specifically determining if the effect of witnessing domestic violence on the child’s tendency to bully or to be bullied is mediated by symptoms of posttraumatic stress disorder (PTSD). The PTSD Checklist – Civilian Version, a revised version of a12-item bullying and victimisation questionnaire, and the Revised Conflict Tactics Scale were administered to 206 high school students in Phnom Penh. A significant mediational effect of PTSD symptoms was found for victimisation (being bullied); no such mediational model was supported for bullying as the outcome variable. However, controlling for emotional, physical, and sexual child abuse resulted in the mediation effect being non-significant. Implications and directions for future research are discussed.  相似文献   

20.
This study examined perceived parental psychological control in early adolescence as a critical stressor likely to be associated with lower levels of adaptation into mid-adulthood. A diverse sample of 184 adolescents was followed from age 13 through 32 to assess predictions to adult adaptation. Perceived parental psychological control at age 13 predicted relative decreases in observed support, lower likelihood of being in a romantic relationship, and lower academic attainment (after accounting for grade point average at baseline) by age 32. Many outcomes were mediated by lower levels of psychosocial maturity and peer acceptance in mid-adolescence. Overall, results suggest that perceived parental psychological control in early adolescence potentially undermines autonomy so as to lead to less favorable outcomes well into adulthood.  相似文献   

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