转变视角:高中生对减少欺凌和性骚扰以及促进助人行为的社会规范运动的评价

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Jennifer A. Livingston, Gina M. Bellavia, Margaret E. Manges, Shelby Ostolski, Amanda B. Nickerson
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引用次数: 0

摘要

欺凌和性骚扰是中学生经常遇到的问题,但这些行为却很少成为高中干预的目标。规范与旁观者干预培训(NAB IT!)这项混合方法研究考察了学生对 NAB IT!活动在美国东北部一所郊区高中(9-12 年级)进行,为期 7 周。28 名学生(60.7% 为女性;25.0% 为男性;7.2% 为性别相同者/性别不符者/变性者)参加了焦点小组讨论,并对活动进行了量化评分。参与者包括白人(82.1%)、亚裔(7.1%)、多种族(7.1%)和非裔美国人(3.6%)。学生们对活动传递的亲社会信息表示赞赏,并认为活动提高了他们对欺凌和性骚扰的认识。学生们报告说,该活动引起了更多的自我反思和对潜在有害行为的讨论。然而,一些学生怀疑这些信息的可信度,并指出这些信息与他们在学校中观察到的情况不一致。学生们表示需要对自己和教师进行更多的技能培训。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Shifting perspectives: High school students' evaluations of a social norms campaign to reduce bullying and sexual harassment and promote helping behavior
Bullying and sexual harassment are commonly experienced by secondary students, yet these behaviors are seldom targeted for intervention in high schools. Norms and Bystander Intervention Training (NAB IT!) is a program designed to address bullying and sexual harassment through promoting prosocial norms and helping behaviors among high school students. This mixed methods study examined students' receptivity to and perceptions of the NAB IT! social norms campaign. The campaign was delivered over 7 weeks in a suburban high school (grades 9–12) in the northeastern United States. Twenty‐eight students (60.7% females; 25.0% males; 7.2% genderqueer/gender non‐conforming/transgender) participated in focus group discussions and provided quantitative ratings of the campaign. Participants were White (82.1%), Asian (7.1%), Multiracial (7.1%), and African American (3.6%). Students appreciated the prosocial messaging and believed that the campaign raised awareness of bullying and sexual harassment. Students reported that the campaign elicited greater self‐reflection and discussion about potentially harmful behaviors. Nonetheless, some students doubted the credibility of the messages and noted incongruence between the messages and what they have observed in the school. Students indicated the need for more skills training for themselves and for faculty.
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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