中国与英国儿童对待欺负问题态度的比较研究

采用修订的Olweus欺负问卷,对中国和英国近万名(中国8937名,英国1035名)中小学儿童对待欺负的态度进行调查。结果发现:(1)中国儿童对待欺负的态度比英国儿童积极。(2)儿童对待欺负问题的态度存在性别和年龄差异。女孩比男孩对待欺负的态度较积极;小学儿童对待欺负的态度比初中儿童积极。(3)儿童在欺负/受欺负关系中的角色与其对待欺负问题的态度有联系。未参与者对欺负的态度最积极,其次是受欺负者、欺负/受欺负者,而欺负者对待欺负的态度最消极;(4)儿童对受欺负者的同情多,而去帮助受欺负者的行为倾向少。     

关于欺负类儿童自我概念的研究

采用问卷调查法,对广州市2所中学的380名初中生的欺负行为进行研究。考虑是否受到家庭欺负,对学生自我报告的类别进行调整,然后考察欺负类儿童的自我概念。结果表明：（1）欺负类儿童与非卷入类儿童在自我概念的各方面均没有显著差异;而欺负／受害类儿童与非卷入类儿童除社交认知外,在学业认知、自尊方面均存在显著差异。欺负／受害类儿童具有较低的学业认知和自尊。（2）欺负类儿童与欺负／受害类儿童在自我概念的各方面均存在显著差异,欺负类具有较高的自我概念。     

儿童忽视与同伴接受：消极社会行为的中介作用

运用问卷调查法和同伴提名法,考察小学4、5年级共503名儿童的消极社会行为（攻击行为、退缩行为、受欺负行为）、同伴接受和儿童忽视间的关系。结果发现,儿童忽视与退缩行为、受欺负行为之间存在显著正相关,与攻击行为之间相关不显著;儿童忽视与同伴接受有显著负相关。忽视通过消极社会行为的两组中介变量作用于儿童的同伴接受。     

儿童欺负行为的类型及其相关因素

本研究采用Olweus欺负问卷中文修订版对我国6471名中小学生进行调查,探讨了中小学生欺负行为的类型特点及其相关因素,结果发现:(1)在小学和初中阶段,直接言语欺负的发生率最高,其次是直接身体欺负,间接欺负的发生率最低。(2)小学和初中男生受直接身体欺负的比例显著高于女生,直接言语欺负没有显著的性别差异。(3)小学阶段三类欺负行为的发生率存在显著的年级差异,三年级儿童受直接身体欺负的比例极显著地高于四、五年级,受直接言语欺负的比例总体上随儿童年级升高而上升,受间接欺负的比例在2-4年级之间相对稳定,5年级出现极显著的下降;在初中阶段三类欺负行为的发生率相对稳定。(4)欺负者大多与受欺负者同龄或年长于受欺负者,初中学生的欺负呈现出明显的“团体化”特点。     

校园欺负中的积极参与角色:保护者

保护者是校园欺负参与角色中唯一的积极角色,对制止和干预校园欺负具有非常重要的作用。然而,与保护者相关的研究及其干预应用尚未引起足够重视。保护者与其他欺负参与角色在功能上有差异,在性别、年龄、特质和应对策略方面也存在独特特征。同伴压力、个体相对的同伴地位、对欺负情境的风险评估这些情境因素也会影响保护者实施保护行为。以芬兰的Ki Va项目为例,我们探讨了基于保护者的角度开展校园欺负干预的价值和实效性,并从生态系统角度,结合信息技术的运用等多个方面探讨了在我国校园文化背景下应如何开展相关研究和教育干预。     

童年中期儿童受欺负地位稳定性与社会能力的关系

本研究以522名小学二、三、四年级的儿童进行间隔1年(两次收集数据)的纵向研究,考察了儿童受欺负稳定性及其与社会能力的关系。结果表明:受欺负在小学儿童中十分常见,但并不是一种很稳定的现象,对大多数儿童来说,受欺负只是一种短暂的经历。在间隔1年的追踪研究中,只有大约6.6%的儿童被连续两次评定为受欺负者。重复测量方差分析发现,儿童的受欺负与社会能力发展有着密切的同时性关联;鉴别分析表明,同伴拒绝、退缩行为是区分儿童受欺负稳定性的两个最主要的社会能力变量。     

同伴关系在儿童社会自我概念形成中的中介作用

运用提名和问卷法．对706名香港小学3、4年级学生的亲社会行为、攻击行为、受欺负行为、同伴接受性及社会自我概念进行了测量。结果发现．儿童的亲社会行为对其同伴接受性有明显的正向预测效果．攻击和受欺负行为对儿童的同伴关系则会产生明显的负面作用．儿童的这些社会性行为通过同伴关系这一中介变量．间接地作用于儿童的社会自我概念。     

童年中期受欺负与问题行为之关系: 一项两年纵向研究

摘要：采用同伴评价和教师评价对733名小学3年级儿童进行为期两年的追踪研究,通过结构方程模型,考察受欺负与两类问题行为的相互预测关系。结果发现：（1）受欺负与外化问题行为和内化问题行为呈显著正相关。（2）受欺负在两年之间呈现较高的稳定性;而外化问题行为和内化问题行为则表现出较低程度的稳定性。 （3）结构方程模型结果表明,三年级时的受欺负可以显著预测五年级时的外化问题行为,而三年级时的外化问题行为不能显著预测五年级时的受欺负;三年级时的内化问题行为可以显著预测五年级时的受欺负,而三年级时的受欺负不能显著预测五年级时的内化问题行为。在受欺负与问题行为的相互预测关系中,内化问题行为更有可能成为受欺负的触发因素,而外化问题行为则更有可能是对受欺负的回应。     

受欺负中小学生的应对策略与干预措施

在中小学里,欺负是一种较为常见的不良行为,其应对策略的选择是影响学生是否容易受到欺负的重要因素之一。本文从应对策略的内涵、选择、影响应对策略成功的因素及国外对欺负行为的干预等方面的研究作了简要评述,并针对国内的欺负行为的现状提出若干建议。     

父母低头行为与青少年网络欺负的关系：压力的中介作用与年龄的调节作用

本研究基于一般压力理论和冷-热双系统理论,探究父母低头行为与青少年网络欺负之间的关系,以及压力的中介作用与年龄的调节作用。采用父母低头行为问卷、抑郁-焦虑-压力量表(DASS-21)中的压力分量表、网络欺负量表对912名青少年进行测查。结果发现：(1)父母低头行为、压力和网络欺负两两之间呈正相关;(2)父母低头行为正向预测网络欺负,压力在父母低头行为与青少年网络欺负之间起中介作用;(3)年龄调节了该中介路径的后半段,相较于高年龄组,压力对网络欺负的影响在低年龄组更大。本研究的结果表明,父母低头行为与青少年网络欺负的关系是一个有调节的中介模型,这对制定青少年网络欺负的预防和干预措施具有重要意义。     

Integrating Biological Measures Into the Study of Bullying

The emergence of minimally intrusive techniques for collecting biological data creates a case for the inclusion of these data into bullying research models. This integration would produce a more comprehensive understanding of the problems and better direct intervention and prevention techniques, which are currently based primarily on self‐report, peer nomination, and observational research data. The authors make the case for including biological measures in research on bullying and present sample research questions and potential counseling practice applications.     

Reducing playground bullying and supporting beliefs: an experimental trial of the steps to respect program

Six schools were randomly assigned to a multilevel bullying intervention or a control condition. Children in Grades 3-6 (N=1,023) completed pre- and posttest surveys of behaviors and beliefs and were rated by teachers. Observers coded playground behavior of a random subsample (n=544). Hierarchical analyses of changes in playground behavior revealed declines in bullying and argumentative behavior among intervention-group children relative to control-group children, increases in agreeable interactions, and a trend toward reduced destructive bystander behavior. Those in the intervention group reported enhanced bystander responsibility, greater perceived adult responsiveness, and less acceptance of bullying/aggression than those in the control group. Self-reported aggression did not differ between the groups. Implications for future research on the development and prevention of bullying are discussed.     

The Effects of Students’ Perceptions of Teachers’ Antibullying Behavior on Bullying Victimization: Is Sense of School Belonging a Mediator?

This study evaluated the influence of students’ perceptions of teachers’ antibullying behavior and sense of school belonging on bullying victimization among elementary school students (N = 110). The authors used structural equation modeling to test a mediational model in which they hypothesized that sense of school belonging would mediate the relationship between students’ perceptions of teacher behavior and bullying victimization. Results supported the mediational model, indicating students’ perceptions of teachers’ antibullying behavior was positively related to sense of school belonging, which in turn was related to lower levels of bullying victimization. Findings highlight the importance of teachers in fostering a positive school climate to reduce bullying behavior. Implications for school-based bullying prevention and intervention programs are discussed.     

Examining the Social Context of Bullying Behaviors in Early Adolescence

Familial and adult influences, peer relations, and distal contextual factors were tested as correlates of a continuous measure of bullying behavior within a sample of 558 middle school students. Only 19.5% of the sample reported exhibiting no bullying behavior in the past 30 days. Parental physical discipline, time spent without adult supervision, negative peer influences, and neighborhood safety concerns were each positively associated with bullying behavior. In contrast, positive adult role models were associated with less bullying behavior. Results suggest that counselors should focus prevention and intervention efforts on the risk factors within the larger social context of an adolescent's life.     

Evaluation of an intervention program for the reduction of bullying and victimization in schools

The present study evaluates the effect of an intervention program on the reduction of bullying and victimization in schools with a sample of 239 students aged 10–16 years old in Rome, Italy. The program deals with bullying and violence. It consists of three videos and a booklet that help students to develop the social cognitive competence skills to understand the negative consequences of aggressive behavior. The intervention was evaluated using an experimental design with pre‐test and post‐test analyses. Students were randomly allocated to experimental or control classes. Students completed a self‐report questionnaire in which they were asked to indicate on a 5–point scale how often they were victimized or bullied others. Victimization and bullying were assessed by using questions about specific types of actions, a composite measure of victimization and bullying, and a single question about victimization and bullying in general. Results showed that the program worked best for older students, but not for younger ones who in some cases reported an increased level of victimization after the intervention. For older students there was a decrease in victimization according to the sum of types of behavior for the experimental group, but an increase for the control group. The same result was found for direct victimization, having belongings stolen, and being called nasty names. Therefore, the program seemed to be beneficial for older students but possibly damaging for younger students. It is suggested that the program could have worked better with older students because of the cognitive skills it required. Younger students could have reported higher levels of bullying after the intervention because they became more sensitized to the topic of bullying. Aggr. Behav. 30:1–15, 2004. © 2004 Wiley‐Liss, Inc.     

对心理咨询中价值干预问题的理性思考

对价值问题的处理是心理咨询中的重要哲学命题.人本主义心理学所遵循的"价值中立"原则,是心理咨询中回避价值干预的根源所在.通过对心理咨询理论的整体审视,提出不能简单地把价值中立原则拓展到整个心理咨询之中,不能忽视心理咨询的教育功能和社会责任,纯粹的"价值中立"是无法实现的.     

Bullying: the consequences of interparental discord and child's self-concept

The objective of this research is to explore how the relationship between interparental discord and child's self-concept shapes participation in bullying behavior by elementary and middle-school children. The main finding is that child's self-concept mediates the effects of interparental discord on bullying behavior. Further, the results of the study support a symbolic interactionist view of child self-development, in which children internalize the environment provided by parents. This internalization gives way to self-concept, which guides behavior. This study adds to the growing body of literature that seeks to understand whether and how characteristics of children mediate the effects of parental attributes on behavioral outcomes. The proposed implications for the prevention of bullying include building children's self-concept, intervening in parental conflict, and involving the entire family system in the intervention process.     

青少年校园欺凌行为量表编制

编制青少年校园欺凌行为量表,为校园欺凌的评估、分类、干预工作提供依据。采用文献分析、结构化访谈与问卷调查确定量表维度并编制初始量表,通过项目分析、探索性因素分析、验证性因素分析形成正式量表。青少年校园欺凌行为量表包含26个项目,共5个维度,分别是身体欺凌、关系欺凌、财物欺凌、性欺凌与网络欺凌;量表具有较高的内部一致性信度、分半信度与良好的内容效度、结构效度、效标效度。青少年校园欺凌行为量表符合心理测量学标准,可作为测量校园欺凌行为的工具。     

Bullying as strategic behavior: relations with desired and acquired dominance in the peer group

To examine whether bullying is strategic behavior aimed at obtaining or maintaining social dominance, 1129 9- to 12-year-old Dutch children were classified in terms of their role in bullying and in terms of their use of dominance oriented coercive and prosocial social strategies. Multi-informant measures of participants’ acquired and desired social dominance were also included. Unlike non-bullying children, children contributing to bullying often were bistrategics in that they used both coercive and prosocial strategies and they also were socially dominant. Ringleader bullies also expressed a higher desire to be dominant. Among non-bullying children, those who tended to help victims were relatively socially dominant but victims and outsiders were not. Generally, the data supported the claim that bullying is dominance-oriented strategic behavior, which suggests that intervention strategies are more likely to be successful when they take the functional aspects of bullying behavior into account.     

Effects of a reinforcement style of counseling on information-seeking behavior

This article describes an experiment designed to determine if a selected reinforcement style of individual counseling could influence adolescents to engage in a greater variety of information-seeking behavior than subjects not receiving such counseling. Although reinforcement counseling did not produce the desired results, the findings indicated that the effectiveness of this technique varied with different levels of motivation for educational and vocational planning.