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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.
A critical debate within the field of school psychology has centered on the relationship between bullying and cyberbullying in terms of prevalence, overlap, and impact. The current study sought to address the following questions: (1) Does cyberbullying create new victims or merely a new means of victimization? (2) Does cyberbullying uniquely contribute to negative outcomes above and beyond those of traditional bullying? Utilizing an anonymous survey to examine students’ experiences with cyberbullying, traditional bullying, and negative psychological symptoms, it was found that the vast majority of students who were bullied online were also victims of in‐person bullying. Both forms of victimization were independently associated with negative outcomes. However, when controlling for traditional bullying, cyberbullying did not remain a predictor of negative mental health outcomes. In contrast, when controlling for cyberbullying, traditional bullying remained a significant predictor of negative mental health outcomes. These results suggest that although traditional and cyber forms of bullying tend to target the same victims, traditional bullying is more uniquely associated with negative psychological outcomes.  相似文献   

3.
This study uses latent class analysis (LCA) to empirically identify victimization groups during middle school. Approximately 2,000 urban, public middle school students (mean age in sixth grade = 11.57) reported on their peer victimization during the Fall and Spring semesters of their sixth, seventh, and eighth grades. Independent LCA analyses at each semester yielded 3 victim classes based on victimization degree rather than type (e.g., physical vs. relational). The most victimized class always represented the smallest proportion of the sample, decreasing from 20% in sixth grade to 6% by the end of eighth grade. This victimized class also always reported feeling less safe at school concurrently and more depressed than others 1 semester later, illustrating the validity of the LCA approach.  相似文献   

4.
Research on school bullying has tended to focus on its prevalence or frequency while ignoring its perceived severity. This study attempted to construct a perceived School Bullying Severity Scale (SBSS). The original 24-item instrument, revised from the Victim Scale of the School Bullying Scales, covered the four categories of physical, verbal, relational and cyber bullying. The partial credit model was used to conduct Rasch analysis with ConQuest software on data derived from two samples of Taiwanese secondary school students. Sample 1 and sample 2 consisted of 605 and 869 students, respectively. Three items were deleted after examining the quality of the data from sample 1. The reliability and validity of the 21 items on the final scale were verified using data from sample 2. Results demonstrated the reliability and validity of information collected by the SBSS. This study also found that secondary school students rated relational and cyber bullying as more severe than physical and verbal bullying. Differences between teachers’ and students’ perspectives on the perceived severity of various bullying behaviours as well as implications for preventing and intervening in bullying are discussed.  相似文献   

5.
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   

6.
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   

7.
Victimization of Mexican youth (aged 12–17) has received little attention compared to that of adults. Using the 2014 Social Survey on Social Cohesion for the Prevention of Violence and Delinquency, we examine prevalence and types of victimization; describe the characteristics of incidents in terms of relationship with perpetrator(s) and places where took place; and study significant correlates of forms of victimization and poly-victimization. During 2014 alone, more than 2.8 million minors were victims of bullying, cyberbullying, theft, sexual abuse, physical assault, threats, robbery, or extortion. About 10% of these were poly-victims-experienced at least four different types of victimization by at least four types of perpetrators. Youth tended to be victimized by people in their inner circle. The factors associated with victimization tended to vary by victimization type, but proximity to crime and peer delinquency increased the risk of experiencing all types of victimization. Implications for future research and practice are discussed.  相似文献   

8.
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   

9.
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   

10.
A series of 48 vignettes of bullying was constructed by crossing (a) four kinds of social contact (physical aggression, verbal aggression, relational aggression, and non-aggression) with (b) male and female bullies, (c) male and female and victims, and (d) reaction of the victim (aggressive, passive, and no reaction). Teachers rated vignettes for seriousness. Physical aggression was perceived as more serious than any other kind of bullying, and vignettes that depicted female bullies and male victims were perceived as least serious across all kinds of bullying. Results are discussed in terms of applied implications for teachers in school settings and directions for future research.  相似文献   

11.

Objective

The primary research objective was to explore the relationship between trajectories of maternal verbal aggression (VA) experienced by low-income, community middle school students across a three-year period and outcomes that have been found to be related to VA in previous work, including a negative view of self and social problems.

Method

Longitudinal data were collected from 421 youth (51.8% male) attending two middle schools over 3 years using a multiple-informant survey design. K-means cluster analysis was used to identify trajectories of VA using youth ratings of the Conflict Tactics Scale: Parent-Child (Straus, Hamby, Finkelhor, Moore, & Runyan, 1998). Dependent variables were self-reported depression, self-esteem, delinquency, and peer victimization as well as peer-rated aggression and sensitive-isolated reputation.

Results

Four trajectory groups of VA were identified: Low Stable, Increasing, Decreasing, and High Stable. The 3-year average occurrence of VA was: 1.31, 9.18, 10.24, and 31.14 instances, respectively. Gender-specific MANOVAs revealed dramatic differences between the High Stable and Low Stable groups. High Stable boys reported significantly more depressive symptoms, delinquency, peer overt and relational victimization, and were less likely to have a sensitive/isolated reputation than Low Stable boys. High Stable girls reported significantly more depressive symptoms, low self-esteem, delinquency, peer overt and relational victimization and were rated by peers as having more aggressive/disruptive and relationally aggressive reputations than Low Stable girls. Girls in the High Stable group were more likely than other youth to report levels of depressive symptoms and delinquency >1 SD above the mean, while boys in the High Stable group were more likely to report levels of delinquency >1 SD above the mean. The Increasing and Decreasing groups also demonstrated significantly poorer functioning than the Low Stable group on most outcomes. Growth curve analysis revealed that VA showed a contemporaneous association with self-reported delinquency suggesting these factors are closely related.

Conclusions

Any level of VA greater than the 1–2 instances per year reported by youth in the Low Stable group was associated with less favorable outcomes.  相似文献   

12.
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   

13.
This study investigates associations between aspects of school climate, measured by students’ assessments aggregated to the class level, and exposure to bullying, measured at the individual level. The data were derived from the Stockholm School Survey of 2006–2010 with information from 16,418 ninth-grade students (aged 15–16 years) distributed over 871 classes and 259 schools. Three-level binary logistic regression was applied. Two of the studied school climate aspects in particular were linked with the occurrence of bullying: In classes where a high proportion of students claimed to be aware of the school rules and in classes where a high proportion of students stated that adults intervene against bullying, fewer students reported having been bullied. The findings imply that striving toward a school climate characterized by transparent rules and clear disapproval of harassments may help to reduce bullying.  相似文献   

14.
Violence among students at school is an ever-growing problem. Bullying can be defined as all forms of repeated physical or mental violence performed by an individual on another person who is not capable of defending him/herself (Roland & Idsoe, 2001). The three studies conducted here reveal some of the characteristics and implications of this type of aggression. Whether the attacker (s) or the attacked, all protagonists in a bullying episode suffer the consequences of this behavior. Study 1 showed that students who were both victims and bullies had the lowest self-concepts in all areas studied. Victims exhibited inferior self-concepts to bullies, who in turn obtained lower scores than students not involved in bullying at all. Study 2 showed, as expected, that the group of bully/victims reported more psychosomatic problems than all other groups. In addition, there was a positive link between behavioral problems and the onset of psychosomatic disorders. Study 3, which was mainly exploratory, looked at the traumatic impact of bullying and the emergence of addictive behavior. Children who had vivid memories of being the victim of an aggressive act manifested a high level of post-traumatic stress, although no link was observed between post-traumatic stress and the type of aggression (physical, verbal, or relational). A dependency relationship was found between post-traumatic stress and substance use. The results of these studies suggest that the many complexities of the different protagonists of bullying should be taken into account in view of developing servicing that is geared to each individual.  相似文献   

15.
Cyberbullying behavior among youth has become a growing concern among parents, educators, and policymakers due to emerging evidence documenting its harmful consequences on youths’ development. As such, schools are increasingly required to address to this form of bullying. Thus, effective responses by school staff are needed. However, no study to date has examined the likelihood of cyberbullying intervention among certified and noncertified school personnel. To that end, the present study assessed whether perceptions, attitudes, and self‐efficacy beliefs predicted the likelihood of cyberbullying intervention and examined whether these relationships were moderated by staff status (e.g., certified and noncertified). Results revealed that attitudes toward victims and self‐efficacy beliefs to intervene were significant predictors of the likelihood of cyberbullying intervention among staff; however, the prevalence of bullying and staff attitudes toward bullies were not significant predictors of intervention likelihood. Implications for in‐service staff training efforts are discussed.  相似文献   

16.
Bullying poses a threat to children's social‐emotional functioning and their perceptions of school climate, yet few studies have examined different types of social‐emotional and behavior problems presented by children involved in bullying, as a bully, victim, or bully/victim across multiple school levels. The current study used data from 24,345 elementary‐, middle‐, and high‐school students to examine the association between frequent involvement in bullying and aggressive impulsivity, attitudes toward aggressive retaliation, internalizing symptoms, peer relations, and perceptions of school climate. Logistic regression analyses indicated that bully/victims were most likely to display internalizing symptoms, problems in peer relationships, and have poorer perceptions of the school environment. Both frequent bullies and bully/victims displayed aggressive‐impulsive behavior and endorsed retaliatory attitudes. High‐school students frequently involved in bullying tended to display the greatest risk for internalizing problems, but less risk for aggressive impulsivity. Developmental trends and implications for prevention and early intervention are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

17.
This paper draws attention to a knowledge gap in leadership models regarding bullying, particularly cyberbullying, an emergent form of student harassment. Given that parents are suing schools for failing to protect victims of bullying, educators need guidance in addressing harassment and discriminatory discourse in popular youth culture.

The focus is on three important considerations: (1) the need to avoid criminalizing children and adolescents; (2) the need to clarify educators' legal obligations to protect students from psychological harm; and (3) the need to delimit educators' legal obligations to sustain school environments that reduce bullying and create equal opportunities for learning. Improved law-related courses, grounded in compatible theories on leadership, social justice, and ethics of care, are recommended for education students. Educators who take courses in these disciplines show great promise in helping schools navigate the unprecedented dilemmas of technology and pluralism through ethical and legally defensible alternatives.  相似文献   

18.
It is critically important to understand why victims of bullying decide to seek help when they do, particularly from adults, because this reduces the probability of being victimized in the future. This study sought to understand more clearly the patterns of help‐seeking by students who reported being victims of bullying. Participants were students in Years 5 and 6 from six different schools in a large Australian city (N = 259). Data were collected using a self‐report questionnaire. Several factors were explored, including victim category, source of help, and the victim's goals. The results indicated that victims of bullying perceived different sources of help to be related to achieving different goals. Furthermore, the results showed that students who self‐identified as victims of bullying perceived informal sources of help to be easier to talk to about being bullied. Victims also realized that teachers were concerned about them being bullied, but this was not related to being able to ask them for help. Help‐seeking is a complex process involving conflicting goals. The results highlighted several avenues for future research as well as some practical implications.  相似文献   

19.
A positive school climate impacts students by promoting positive relations among students, staff and faculty of the school. The current study used latent class analysis and multinomial regression with R3STEP to analyse patterns of negative behaviours in schools and test the association of these patterns with structural variables like school size, demographics, and location using data from the 2008 School Survey on Crime and Safety, (n = 2560). The results indicated five classes of frequencies of negative behaviours. By using the lowest frequency of behaviour class as a reference, the classes with the highest frequencies of bullying, teacher disrespect, and sexual assault were more likely to be found in high crime areas and have larger campuses serving over 1000 students. Implications include the need to serve subgroups of schools based on measurable variables and the need to educate future teachers, administrators, and school psychologists about school climate and positive behaviour support systems.  相似文献   

20.
Given that schools are, potentially, powerful sites for influencing adolescent behaviour, it is important that there is greater understanding of the psychosocial aspects of the school climate that can be leveraged for this purpose. The research reported in this article used structural equation modelling (with data from a sample of 6120 students at Australian high schools) to examine the influence of the psychosocial school-level environment on students’ self-reported experiences of bully victimisation (i.e. being victims of bullying) and engagement in delinquent behaviours. Further, we examined whether bully victimisation mediated the relationships between school climate variables and delinquent behaviours. School connectedness and rule clarity were negatively associated with both bully victimisation and delinquency (p < 0.05), and teacher support was negatively associated with bully victimisation (p < 0.01), confirming the importance of these aspects of the school-level environment. However, affirming diversity and reporting and seeking help both had positive influences on bully victimisation (p < 0.05), raising concerns about the ways in which these aspects of the school-level environment might have been promoted. Importantly, bully victimisation was found to mediate the influence of five of the six school climate constructs on delinquent behaviours (p < 0.001). This study advance our understanding of how specific aspects of the school climate influence the prevalence of bullying and delinquent behaviour, adding weight to the call for educators to actively monitor and enhance psychosocial aspects of the school climate in order to improve student behavioural outcomes.  相似文献   

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