霸凌中的参与者角色:如何在干预中利用同伴旁观者?

IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
C. Salmivalli
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引用次数: 217

摘要

这篇文章提供了校园欺凌作为一种群体现象的观点,以及由此产生的实际意义。欺凌行为的动机通常与一个人在群体中的社会地位有关。当欺凌发生时,同伴旁观者通常在场,通常为施暴者提供社会奖励。这样的奖励(如欢笑、欢呼)越多,受害儿童得到的支持和保护就越少,欺凌行为就越有可能在教室或同伴群体中持续下去。然而,旁观者在目睹欺凌时不一定意识到他们的反应的后果,他们可能不知道如何支持和保护脆弱的同伴。在旨在减少欺凌的干预措施中,应提高同伴旁观者对自身角色的认识、对受害青少年的同理心以及与保护受害青少年相关的自我效能感。干预评估表明,改变旁观者对欺凌的反应是减少欺凌和受害的有效方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?
This article provides a view of school bullying as a group phenomenon and practical implications stemming from this approach. The motivation for bullying perpetration often relates to one's social standing in the group. Peer bystanders are typically present when bullying takes place, often providing the perpetrators with social rewards. The more such rewards (e.g., laughing, cheering) are present and the less the victimized children are supported and defended, the more likely bullying is maintained in a classroom or a peer group. However, bystanders are not necessarily aware of the consequences of their responses when witnessing bullying, and they may not know how to support and defend vulnerable peers. In interventions aiming to reduce bullying, peer bystanders' awareness of their own role, their empathy toward victimized youth, as well as their self-efficacy related to defending those youth should be enhanced. Intervention evaluations have shown that changing bystander responses to bullying is a fruitful way to reduce bullying and victimization.
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来源期刊
Theory Into Practice
Theory Into Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.80
自引率
3.10%
发文量
41
期刊介绍: Published since 1962, Theory Into Practice (TIP) is a nationally recognized, peer reviewed journal featuring multiple perspectives and scholarly, yet practical and engaging, discussions of important issues in education. TIP publishes articles covering all levels and areas of education, including learning and teaching; counseling; assessment; teacher education and professional development; classroom management; administration and supervision; curriculum; policy; and technology. Each issue of TIP is devoted to a timely theme developed by a Guest Editor who has expertise in the theme area.
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