美国青少年中基于偏见的骚扰行为

IF 2.5 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Jennifer Greif Green, Manuel Ramirez, Gabriel J. Merrin, Melissa K. Holt
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引用次数: 0

摘要

基于偏见的骚扰(也称为基于身份的骚扰)特指针对个人身份(如性别认同、宗教、移民身份、性取向、种族或民族)的同伴伤害。研究表明,基于偏见的骚扰是一种特别具有破坏性的受害形式,与不针对身份特征的一般形式的欺凌和骚扰相比,它与不良心理健康和学校功能的关系更为密切。在当前的研究中,我们使用了具有美国全国代表性的 13-17 岁青少年小组 AmeriSpeak Teen Panel 来研究基于偏见的骚扰的普遍性和预测因素。青少年(N = 639)完成了一份自我报告调查,内容涉及他们遭受和实施偏见骚扰的经历。一系列回归模型检验了青少年个人人口特征与偏见骚扰受害和实施报告之间的关联。总体而言,28.2% 的青少年报告了遭受偏见骚扰的经历,12.4% 的青少年报告了遭受偏见骚扰的经历。偏见骚扰最常针对的是学生的种族、性取向和性别认同。研究结果对制定校本预防和干预计划以解决基于偏见的骚扰问题具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Bias-Based Harassment Among US Adolescents

Bias-Based Harassment Among US Adolescents

Bias-based (also called identity-based) harassment refers specifically to a subset of peer victimization that targets a person’s identity, such as their gender identity, religion, immigration status, sexual orientation, race, or ethnicity. Research indicates that bias-based harassment is a particularly devastating form of victimization that has an even stronger association with poor mental health and school functioning than general forms of bullying and harassment that do not target identity characteristics. In the current study, we used the AmeriSpeak Teen Panel, a US nationally representative panel of youth ages 13–17, to examine the prevalence and predictors of bias-based harassment. Youth (N = 639) completed a self-report survey about their experiences with victimization and perpetration of bias-based harassment. A series of regression models tested the association of individual youth demographic characteristics with reports of bias-based harassment victimization and perpetration. Overall, 28.2% of youth reported experiences of bias-based victimization, and 12.4% reported bias-based perpetration. Bias-based harassment most often targeted students’ race, sexual orientation, and gender identity. Results have implications for school-based prevention and intervention planning to address bias-based harassment.

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来源期刊
CiteScore
4.30
自引率
7.70%
发文量
67
期刊介绍: School Mental Health: A Multidisciplinary Research and Practice Journal is a forum for the latest research related to prevention, treatment, and assessment practices that are associated with the pre-K to 12th-grade education system and focuses on children and adolescents with emotional and behavioral disorders. The journal publishes empirical studies, quantitative and qualitative research, and systematic and scoping review articles from authors representing the many disciplines that are involved in school mental health, including child and school psychology, education, pediatrics, child and adolescent psychiatry, developmental psychology, school counseling, social work and nursing.  Sample topics include: ·         Innovative school-based treatment practices·         Consultation and professional development procedures·         Dissemination and implementation science targeting schools·         Educational techniques for children with emotional and behavioral disorders·         Schoolwide prevention programs·         Medication effects on school behavior and achievement·         Assessment practices·         Special education services·         Developmental implications affecting learning and behavior·         Racial, ethnic, and cultural issues·         School policy·         Role of families in school mental health·         Prediction of impairment and resilience·         Moderators and mediators of response to treatment
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