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1.
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   

2.
Cross‐sectional studies indicate how many students are victims of bullying at a single time, but do not tell us whether the same students continue to be bullied or whether there is a cumulative impact of bullying over time. This study examined the longitudinal stability and the cumulative impact of victimization in a sample of 382 students assessed in the fall and the spring of Grades 6, 7, and 8. Victimization assessed by both self‐ and peer reports indicated substantial variability in who was bullied, with nearly 51% of students reporting bullying victimization during at least one of the six assessments. The cumulative impact of victimization over 3 years was demonstrated on Grade‐8 outcome measures of absences, disciplinary infractions, suspensions, grade point averages, standardized test scores, reports of youth risk behavior, and perceptions of school climate. This study provides new information about the cumulative impact of peer‐ and self‐reported bullying across middle school.  相似文献   

3.
ABSTRACT

We used collective analytical autoethnography (CAAE) to investigate experiences of academic bullying and mobbing in our study. Specifically, four autoethnographers shared and analyzed personal experiences of being mobbed and bullied, described their perceptions of workplace bullying, its manifestations, and explored the emotional, social, psychological and career consequences associated with being bullied and mobbed at work. In addition, the autoethnographers reflected on different resources used to cope with mobbing and bullying experiences and revealed – peer mentorship and social support – as instrumental in helping them cope with both the physical and emotional distresses associated with the bullying and mobbing experiences. Implications from the findings and suggestions for future research are also presented.  相似文献   

4.
小学生欺负问题的干预研究   总被引：1，自引：0，他引：1  
采用行动研究法在某小学进行欺负问题的干预研究,通过为期五周的干预,实验班学生上学和放学路上受欺负的比率和在学校情境中受欺负的程度显著下降,三年级的下降幅度大于五年级的;学生在学校里安全感增强;教师的研究意识和解决问题的能力得到增强和提高。  相似文献   

5.
A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied.  相似文献   

6.
Effects of a peer-led intervention campaign against school bullying, carried out by eight peer counsellors, were studied in an upper-level comprehensive school in southern Finland. The study was conducted in the seventh and eighth grades, the total number of participating classes being 12 and the total number of participants 196 (89 girls and 107 boys). The core of the intervention campaign was a one-week period during which a series of events and activities were organized at the school and in each individual class. In all parts of the campaign, the peer counsellors emphasized each individual's responsibility, as well as their potential to affect whether or not bullying occurs in their school or class. The results showed that the campaign was especially effective among girls. This was most clearly shown by decreases in both self- and peer-reported bullying, as well as an increase in 'power attitudes', i.e. attitude items reflecting the students' self-perceived potential and willingness to influence bullying problems in their class. Among boys, on the other hand, there was a slight decrease in self-reported bullying, not confirmed by peer reports and, unfortunately, there was an increase in pro-bullying attitudes, such as 'bullying might be fun sometimes'. Evaluating the campaign, girls also perceived it as more beneficial and more effective than boys did. Most students who reported being bullied before the intervention were satisfied with the campaign and thought it was helpful.  相似文献   

7.
Bullying is one of the most common forms of school violence. Engagement in bullying has been shown to have adverse effects on perpetrators and victims of bullying. In this study, the impact of bullying on well‐being (quality of life/life satisfaction) was explored in a sample of elementary and middle school children (N = 4,331). Results suggest that students who bully and/or are bullied experience reduced life satisfaction and support from peers and teachers compared to “bystanders” (children who are neither victims nor perpetrators of bullying). Mediational analyses demonstrate that peer and teacher support might mitigate the impact of bullying on the quality of life of victims. This study underscores the value of efforts to promote social support from peers and teachers in both universal bullying prevention programs and school climate initiatives. Furthermore, results support further investigation into the possible contributions of bystanders in supporting school‐wide bullying prevention/school climate strategies. © 2009 Wiley Periodicals, Inc.  相似文献   

8.
Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied.  相似文献   

9.
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   

10.
According to student surveys conducted cross-nationally, a substantial proportion of students continue to be bullied at school after they have sought help from teachers. This article examines a range of strategies that teachers employ in dealing with bully/victim cases. The most commonly used strategy is Direct Sanctions: the imposition of disciplinary sanctions on the person or persons identified as responsible for the bullying. Some other strategies seek to engage students more actively in resolving the problem. These include Restorative Practice, Mediation (including peer mediation), the Support Group Method and the Method of Shared Concern. This article describes and discusses the application of each of the strategies and the extent to which students may become creatively engaged in producing a solution. Available evidence suggests that the use of Direct Sanctions is no more successful than alternative strategies in addressing cases of school bullying and may result in less sustainable outcomes.  相似文献   

11.
通过问卷法考察了1328名高职生在校受同伴欺负的状况,发现高职生受欺负的状况存在明显的性别差异：高职男生受欺负的状况比高职女生严重,并且在整个高职阶段没有减缓的趋势,而高职女生受欺负的状况随年级增长明显减少。回归分析发现,羞怯、坏学生、老师不喜欢、同伴关系不良、欺负人等因素与高职生的受欺负程度存在正相关。  相似文献   

12.
The research was carried out in four secondary schools, two with a peer support system and two without, and involved a total of 931 pupils (49.5% males and 50.5% females). Participants were aged between 11 and 15 years of age, mean age 12.8 years. The aims were: to compare the perceptions of safety on the part of older and younger pupils in secondary schools with and without a system of peer support in place; to find out if there are differences in perceptions of safety within peer support schools on the part of those who are aware of the existence of a peer support service in their school and those who are not aware; and to find out if pupils in peer support schools are more likely to tell someone about school violence and bullying than those in schools without peer support. The results indicate very little difference between pupil perceptions of safety in schools with and schools without a peer support system in place. In fact, older pupils in the schools without peer support responded that they felt safer than pupils in schools with a peer support system in toilets and lessons. However, within the peer support schools there were significant differences in perceptions of safety between the substantial minority of pupils who were unaware that their school had a peer support system and those who were aware of it. The pupils who were aware felt safer in lessons, perceived school as a friendlier place to be, and worried significantly less about being bullied in comparison with those who were unaware. They were also much more likely to tell someone when bad things happened at school. The results are discussed in the light of previous research in the field and some recommendations are made for the practice of peer support.  相似文献   

13.
Previous research on school bullying has largely neglected the issue of racism, and where it has been studied, the methods used have been unconvincing. The result is that little is known about bullying among ethnic minority children in British schools.This paper describes a questionnaire survey of 243 Hindu, Indian Muslim and Pakistani children attending temples and mosques in the Preston and Bolton area of Lancashire, asking about their experiences of school bullying, who bullied them and in what way. Results show that bullying was widespread (57 per cent of boys and 43 per cent of girls had been bullied that school term), and that all three ethnic groups suffered equally. However, bullying was at least as likely to be by other Asian children of a different ethnic group as it was by white children, and it was likely to relate to some religious or cultural difference such as the animal forms of some Hindu Gods, the clothingworn by Indian Muslims or the language spoken by Pakistanis. Bullying between members of the same ethnic group was comparatively rare, although a number of Hindu children reported insults relating to the caste system. It is concluded that, although it is difficult to generalize from such an unrepresentative sample, bullying among ethnic minority children is clearly a rich and complex problem that merits further study.  相似文献   

14.
The first part of this short report looks at the problems of using the term ‘bullying’ across different cultures; and the difficulties in arriving at a definitive definition of what constitutes bullying among professional researchers and other adults. The second part looks at young children's perception of what bullying means to them, and draws on a small‐scale piece of recent research that formed part of an MA dissertation on the incidence of bullying in a junior school in Essex. The results suggested that pupils (and teachers) found the term ‘bullying’ rather ambiguous and difficult to define. Younger pupils were found to have a more extensive definition of the term, and a hypothesis was proposed that this might account for the higher levels of being bullied found in the lower school.  相似文献   

15.
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   

16.
Developmental coordination disorder (DCD) is a chronic disability that impacts children's performance of everyday motor‐based activities and is associated with the development of secondary social and mental health problems. The purpose of this study was to investigate peer victimization and depression in children who were and were not at risk for DCD. Selected from a population‐based sample, 159 at‐risk fifth graders were matched for age and gender to 159 controls. Children completed measures of depression and frequency of peer victimization. Results showed that children at risk for DCD reported more symptoms of depression and more frequent verbal and relational victimization than their peers. Being at risk for DCD and being bullied more frequently, especially relationally, significantly predicted increased depression symptoms. Findings highlight the importance of school psychologists remaining aware that children with DCD are at increased risk of experiencing bullying and depression. © 2012 Wiley Periodicals, Inc.  相似文献   

17.
杨希洁 《中国德育》2007,2(8):26-28
欺负是中小学中常见的不良行为，可分为直接身体欺负和言语欺负。欺负的发生有特定的情境，年龄和性别因素都会导致欺负的发生。目前，学生与教师对欺负的应对方式，受欺负者与欺负者的个性特征和同伴关系值得关注。从学校、班级、个人三个层面进行干预，可以有效地预防校园欺负现象的发生。  相似文献   

18.
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   

19.
小学生欺负问题的干预研究   总被引：1，自引：0，他引：1  
Intervention research on school bullying was conducted in a primary school with an action research method. After conducting a five-week intervention program, the occurrence ratio of being bullied on the way to school and back home and the degree to which children were bullied dropped significantly, but the rate of reduction in grade three was greater than that of grade five. Moreover, pupils’ sense of security in school and the teachers’ awareness and problem-solving ability were also improved. __________ Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2008, (2): 95–99  相似文献   

20.
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   

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