中小学中欺负者、受欺负者与欺负-受欺负者的同伴关系

采用Olweus欺负问卷和同伴提名测验,以1089名小学和初中学生为被试,考察欺负者、受欺负者与欺负-受欺负者的同伴关系特点.研究发现:(1)小学生的欺负者/受欺负者显著高于初中生;(2)男生中的期负者显著多于女生;(3)欺负者的同伴拒绝水平高于受欺负者、欺负-受欺负者和未参与者,但同伴接纳水平与未参与者无显著差异;(4)受欺负者、欺负-受欺负者的同伴拒绝水平高于、同伴接纳水平低于未参与者.在男性受欺负者中被拒绝的比例显著高于男性非受欺负者,但女性受欺负者中被拒绝的比例与女性非受欺负者之间无显著差异.     

Male and Female Victims of Male Bullies: Social Status Differences by Gender and Informant Source

We examine two sources of variation in victims’ social adjustment: (a) the informant who identifies a child as victim (i.e., peer, self, or both), and (b) victim gender. Peer and self nominations were provided by 508 fourth and fifth graders from the Midwest U.S. Girls were more likely than boys to be victimized, and victims were evenly distributed among informant source. Self-nominated female victims had lower social status and were involved in more antipathies than their peer-nominated counterparts. Among boys, self-and-peer reported victims had the lowest social status. Having friends was associated with positive social adjustment. Implications are discussed for at-risk victim subgroups: girls whose self-reports of victimization are not validated by others, and boys whose victimization is publicly acknowledged.     

Interactional Styles of Bullies and Victims Observed in a Competitive and a Cooperative Setting

Observational data were used to examine the interactional styles of bullies and victims while they participated in 2 different games: 1 cooperative and 1 competitive. Participants included 17 bullies, 18 victims, and 35 controls (all aged 8–11 years) selected through a peer nomination questionnaire. Bullies and victims were observed 4 times in total: twice during the cooperative game and twice during the competitive game, each time paired with a partner of opposite status or control status. Results indicated that when bullies and victims interacted together, bullies showed a dominant style in the dyad, often regulating and opposing victims' initiatives. Victims, on the other hand, complied with bullies' requests and presented a submissive style of interaction. However, interactions involving control partners indicated that (a) bullies opposed those partners' initiatives less frequently and (b) victims tended to affirm themselves by asking for help and explanations. These data provide evidence for an interactional model in explaining the dynamics between bullies and victims.     

Bullies and delinquents: personal characteristics and parental styles

This research aimed to analyse the personal characteristics and parental styles of bullies and delinquents, and to establish which factors were related to the bully/delinquent group and which were related to only bullies or only delinquents. A self‐report questionnaire on bullying and delinquency was completed by 113 girls and 125 boys aged 11–14 in a middle school in Rome. Bullying and delinquency were more common among boys than among girls. Bullying did not vary significantly with age, but delinquency increased with age. Bullying and delinquency were especially related for boys and for older students. Only bullies were younger, while only delinquents were older, suggesting that bullying might be an early stage on a developmental sequence leading to delinquency. Only bullies and only delinquents had different parenting correlates; only bullies had authoritarian parents and disagreed with their parents, whereas only delinquents had conflictual and low supportive parents. This suggested that bullying and delinquency are not merely different behavioural manifestations of the same underlying construct. Parent training interventions might prevent both bullying and delinquency. Copyright © 2000 John Wiley & Sons, Ltd.     

Feeling Stares: Places,Persons, and Pets

The belief that one can feel others staring without actually seeing them look is a common social phenomenon. From a comparative viewpoint, staring is associated with dominance behavior or aggression. In humans, staring is often viewed as a negative behavior. Thus, being the object of a stare is potentially dangerous. We predicted that persons in vulnerable circumstances (e.g., an unfamiliar situation) or with strangers rather than with friends would be sensitized to detect signals or stimuli associated with danger. We also hypothesized that persons high in self-consciousness or who were in a negative mood would have an increased bias toward detecting stares. The situational-context hypotheses received higher support than did the dispositional hypotheses. Beliefs concerning animals and stare perception were explored.     

Guilt,Remorse and Victims

In Shame and Necessity, Bernard Williams describes the experience of guilt in terms of fear at the anger of an internalised other, who is a “victim or enforcer.” Williams says it is a merit of his account that it shows how our guilt turns us towards the victims of our wrongdoing. I argue that his account in fact misses the most important form of guilt's “concern with victims”– the experience of remorse. I consider, and reject, one way of trying to supplement this lack in Williams's account of guilt. Finally, I sketch some features of remorse that suggest that remorse belongs to a very different moral picture from the one painted by Williams.     

Bullies and victims: Their ego picture, ideal ego picture and normative ego picture

The ego picture, ideal ego picture and normative ego picture of bullies and their victims in a school situation were measured with semantic differentials. The bullies considered themselves to be dominant, had high ideals concerning dominance and thought this was what the social norms require. They felt themselves to be impulsive and lacking in self-control. The victims considered themselves to be depressed, lacking in intelligence and personal attractiveness, and displayed in general feelings of inferiority. These characteristics can be partly a cause and partly an effect of the bullying situation. Girls scored in general lower than boys on socially valued characteristics and higher on socially undesirable ones.     

Bullies,victims, and meanies: the role of child and classmate social and emotional competencies

Social Psychology of Education - This study used a personal oriented approach to identify distinct combinations of children’s experiences of bullying and victimisation in the Irish primary...     

Bullies,blades, and barricades: Practical considerations for working with adolescents expressing concerns regarding gender and identity

ABSTRACT

Background: Adolescents, by their very nature and need for maturity, struggle with issues of the self and identity, while challenging the very systems that are there to support them. However, gender diverse adolescents may become detached and overwhelmed as a trans identity solidifies during this time. Bullies, blades and barricades describes the challenges, hardship and dispossession that some gender diverse adolescents face from interpersonal and intrapersonal conflicts, societal pressure and hostility.

Method: This paper utilizes the current research on safety and risks affecting trans youth, the authors clinical experience of trans and gender diverse adolescents, and recommendations in the literature for professional care and support of gender diverse adolescents to identify the various ways gender diverse adolescents are negatively affected by their experiences.

Results: Bullying is not limited to school or peer environments and may be present in adolescents' homes, in local communities, in professional services or from sources of information such as the media. The physical dangers gender diverse adolescents face may arise from victimization, violence or rejection, or self-harming behaviors due to negative beliefs, fear or frustration. Barriers preventing disclosure and expression of gender and/or identity may stem from negative experiences, rejection, pubertal changes, imposed limitations, dependence upon school, home or legal environments, or other spheres of influence.

Discussion: Affirmative approaches, individual focus, recognition of family dynamics, inclusion of significant others, advocacy in school and local community environments as well as professional training are the most commonly recommended interventions. This paper provides an inclusive review of the myriad of challenges confronting gender diverse adolescents including often unrecognized forms of pressure, oppression and restrictions. This paper aims to support clinicians by contextualizing the adversity that gender diverse adolescents face and offers strategies for engagement and intervention.     

Seeing by Feeling: Virtues,Skills, and Moral Perception

Champions of virtue ethics frequently appeal to moral perception: the notion that virtuous people can “see” what to do. According to a traditional account of virtue, the cultivation of proper feeling through imitation and habituation issues in a sensitivity to reasons to act. Thus, we learn to see what to do by coming to feel the demands of courage, kindness, and the like. But virtue ethics also claims superiority over other theories that adopt a perceptual moral epistemology, such as intuitionism – which John McDowell criticizes for illicitly “borrow[ing] the epistemological credentials” of perception. In this paper, I suggest that the most promising way for virtue ethics to use perceptual metaphors innocuously is by adopting a skill model of virtue, on which the virtues are modeled on forms of practical know-how. Yet I contend that this model is double-edged for virtue ethics. The skill model belies some central ambitions and dogmas of the traditional view, especially its most idealized claims about virtue and the virtuous. While this may be a cost that its champions are unprepared to pay, I suggest that virtue ethics would do well to embrace a more realistic moral psychology and a correspondingly less sublime conception of virtue.     

Victims,Their Stories,and Our Rights

Diana Meyers argues that breaking the silence of victims and attending to their stories are necessary steps towards realizing human rights. Yet using highly personal victims' stories to promote human rights raises significant moral concerns, hence Meyers suggests that before victims' stories can be accessed and used, it is morally imperative that requirements of informed consent and non‐retraumatization are secured. This article argues that while Meyers' proviso is important, and necessary, it may not be sufficient. First, one potential problem with seeking to secure “informed consent” is that one has to ask for the consent, and in the act of asking one is potentially retraumatizing the victim. Secondly, the assumption that victims have ownership right over their stories, which is a key premise in Meyers's argument, is much more problematic than may appear.     

理由、情感与道德的规范性——西方伦理学与元伦理学的论争进路

道德的规范性问题是道德哲学的核心问题之一,对该问题的回答决定了我们在多大程度上能够为道德责任奠定合理性的基础.从古希腊至启蒙时期,道德哲学体系围绕理由还是情感作为道德规范性渊源进行了探索.在当今的元伦理学争论中,虽然实践理由成为道德规范性问题的标准话语体系,但该体系下的争论仍然围绕理由与情感而展开.     

The Victims of Corporate Failure: Some Preliminary Observations

This article discusses some of the situational and emotional factors that are unique to the job-loss experience that follows corporate failure.