关于儿童欺负行为研究的思考

儿童欺负行为主要发生在校园或者以校园为媒介的社交群体内,是一种常见的校园不良行为,并有可能发展为校园暴力。对欺负行为及其动机进行分析,培养儿童健康人格,采取科学教养方式,加强正面教育是对欺负行为进行有效干预的重要途径。     

Children's opinions on effective strategies to cope with bullying: the importance of bullying role and perspective

In order to find out what children would suggest as useful interventions to stop bullying, we designed a questionnaire administered to 311 children (155 boys and 156 girls; mean age?=?11 years). Thirty-six items were employed to ask children how effective, in their opinion, retaliation, nonchalance and assertiveness could be in stopping bullying. Items were presented to children from three different perspectives (imagine you are the victim, the bully or a witness). We used peer reports to assess children's role in bullying. Children were grouped into bullies, followers of the bully, defenders of the victims, outsiders, victims and those not involved. The strategy most frequently chosen by all children was to cope with bullying through assertiveness. Bullies considered retaliation effective more often than their classmates, especially when they adopted the perspective of the victim or witness. Bullies did not consider assertive strategies as efficient in stopping the bully. Defenders, outsiders, victims and children not involved, on the other hand, were very much in favour of strategies aimed at solving the conflict through nonchalance or assertiveness, especially when they imagined being the bully. Girls chose assertive strategies more often than boys and younger children preferred nonchalance more often than older children, who tended to choose retaliation more often. Suggestions for intervention are made.     

Classroom influences on bullying

The relationship between estimates of teachers' management of the class, the social structure of the class and bullying otherswas investigated by questionnaires answered by 2,002 pupils and 99 teachers in Norwegian primary schools. A path analysis demonstrated that the social structure of the class had a direct impact on bullying behaviour. Classroom management had a direct impact on the prevalence of bullying other children, and an indirect impact on this variable via the social structure. The joint impact of management and social structure on bullying others was substantial. Class-level estimates of family conditions of the pupils were included in the analyses. Implications for preventing bullying by general management of the class are discussed.     

Exploring teachers' definitions of bullying

This paper is based upon detailed research over a two‐year period into primary school teachers' attitudes and approaches to bullying. All the teaching staff in a single school contributed to the research and they were thoughtful and reflective in their engagement with the research. The project focuses on the key issue of how teachers define bullying and begins with a consideration of factors that might influence their definition before moving on to develop a framework of key concepts that inform definitions and the problems that emerge from that framework. Teachers' own understanding and the differing forms of definition that developed are discussed. What emerges is a picture of a shared vocabulary and a strong personal understanding about what is meant by ‘bullying’, but little consensus is evident. It leads to a conclusion that endorses the importance of shared understanding amongst the professionals within an institution, and those who work alongside them, that are often called upon to resolve bullying issues.     

Validation of the perceived school bullying severity scale

Research on school bullying has tended to focus on its prevalence or frequency while ignoring its perceived severity. This study attempted to construct a perceived School Bullying Severity Scale (SBSS). The original 24-item instrument, revised from the Victim Scale of the School Bullying Scales, covered the four categories of physical, verbal, relational and cyber bullying. The partial credit model was used to conduct Rasch analysis with ConQuest software on data derived from two samples of Taiwanese secondary school students. Sample 1 and sample 2 consisted of 605 and 869 students, respectively. Three items were deleted after examining the quality of the data from sample 1. The reliability and validity of the 21 items on the final scale were verified using data from sample 2. Results demonstrated the reliability and validity of information collected by the SBSS. This study also found that secondary school students rated relational and cyber bullying as more severe than physical and verbal bullying. Differences between teachers’ and students’ perspectives on the perceived severity of various bullying behaviours as well as implications for preventing and intervening in bullying are discussed.     

Pupils’ definitions of bullying

Although there has been a growing interest in research on bullying in the last decade the majority of studies have used definitions of bullying and victimisation derived from researchers’ perceptions of the problem. The aim of the present study was to examine pupils’ definitions of bullying in school. The participants were 166 pupils in the top two years in five primary schools in Ireland (two in urban areas and three in rural areas). There were 89 male and 77 female participants, with a modal age of 12 years. An interview was designed to elicit pupils’ perceptions of the defining characteristics of bullying behaviour including (I) the behaviours described as bullying, (II) the importance of repetition, (III) the importance of intention, (IV) the effect on the victim, (V) the role of provocation and (VI) imbalance of power. The results suggest that repetition, intention, and a lack of provocation may not be central to pupils’ definitions of bullying. These results indicate some differences between pupils and researchers on what constitutes the most important defining characteristics of bullying. This suggests that approaches to bullying intervention programmes may need to be reconsidered in light of these findings.     

Exploring the impact of bullying on young bystanders

This study aimed to explore peer bullying events in schools by using Interpretative Phenomenological Analysis (IPA) to consider the experiences of young bystanders: the perceptions and understandings of students who had witnessed bullying. Participants were aged 12–13 and attended two neighbouring secondary schools in the UK. Four themes were generated: the power and limits of language in bullying incidents; the power of moral frameworks; the presence of dynamic social systems, both inside and outside peer groups; and the psychological consequences of being a bystander. Implications of the research are discussed, for the practice of school staff and for educational psychologists.     

Learning landscapes

This article explores the metaphor of learning landscapes, a tool developed in order to map children's experiences of, and attitudes to, learning (mathematics) before and after the transfer from primary to secondary school. Firstly, the continuing problems surrounding school transfer and why a re‐examination of this is required are considered. Secondly, as background to the metaphor, the sociocultural influences which impinge on educational processes are discussed. Following that, the core of the article develops the metaphor, seeking to demonstrate its pertinence to the study of children's schooling, the learning of mathematics and school transfer. The article also questions the potential of some of the current educational reforms to deliver sustained improvement.     

Adult recognition of school bullying situations

Bullying and harassment by school peers has received increasing attention as their relation to personal problems and more extreme forms of violence has become better recognized. Emphases of empirical studies have focused on characteristics and behaviours of both school bullies and their victims. There is a need to place these traits and actions into the context of the situation in which they occur, in order to expand the research and allow for the development of more sophisticated and comprehensive educational, prevention and intervention programmes. A total 251 professionals (teachers and counsellors) participated in this empirical study on the ability of professionals to differentiate between bullying and other forms of conflict. Participants were asked to judge the severity of 21 scenarios depicting different combinations of situational characteristics and also whether they constituted bullying situations or not. Results indicated that physical threat or abuse was seen as more severe than verbal or social/emotional abuse, and professionals more often rated physical conflicts as bullying even when they did not fit the definition. The repeated nature of an abusive relationship and an unfair match between participants were bullying situation characteristics found to be related to the responses of more and less effective situation evaluators. Implications for pre- and in-service training of educators were considered based on study results and previous research.     

Addressing bullying through critical making

This paper explores how maker pedagogies helped middle school students develop transferable competencies, such as creativity, problem solving, self-directed learning and citizenship skills. We offer an in-depth look at how purposeful or critical making related to bullying awareness can help struggling students develop positive attitudes related to their roles as contributing members of a classroom community of learners.     

Socio-educational bullying: repercussions revealed

Using a narrative autoethnographical approach, this article details the identity-related and social repercussions of my experiences as a former victim of social, verbal, and physical bullying in public Franco-Ontarian elementary (1986–1994) and high (1994–1999) schools. The highlighted experiences are more specifically correlated with social representations of feminine beauty and alternative sexual orientations. This article is based on a study that encompasses the following elements: the social environment that contributes to the production, development, internalization, and reproduction of social representations, norms, and identities through interaction; experience which includes stigmatization and bullying; and the continuity of experience inherent to socialization and identity formation. Other concepts (e.g. marginalized multiplicities and intersectionality) are also discussed.     

Primary school bullying and the issue of gender differences

This paper summarises research conducted into the issue of gender differences within primary school bullying. The study focused on the extent and nature of gender differences and teachers' perceptions and experiences of these differences. Primarily, the research shows that anti-bullying strategies need to be more focussed on girl's experiences of bullying. Within the study, the teachers' identification of boys bullying appeared to be in line with both well-documented gender differences and those reported by the pupils in the study. However, the teachers' appear to be less able to identify girls' involvement in bullying.     

Developmental trajectories of bullying and associated factors

Trajectories in bullying through adolescence were studied along with individual, family, and peer relationship factors. At the outset, participants' ages ranged from 10 to 14; 74% identified as European Canadian with the remainder from diverse backgrounds. With 8 waves of data over 7 years, 871 students (466 girls and 405 boys) were studied to reveal 4 trajectories: 9.9% reported consistently high levels of bullying, 13.4% reported early moderate levels desisting to almost no bullying at the end of high school, 35.1% reported consistently moderate levels, and 41.6% almost never reported bullying. Students who bullied had elevated risks in individual, parent, and peer relationship domains. Risk profiles and trajectories provide direction for interventions to curtail the development of power and aggression in relationships.     

Bullies,bullying and power in the contexts of schooling

In this paper the four authors explore the experience of school bullying, drawing on stories of bullying generated in a collective biography workshop and on fictional accounts of bullying. They counter the current trend of reading bullying as individual or family pathology with a post‐structuralist analysis of subjectification and power.     

Multiple perspectives on the targets and causes of school bullying

Clarification of how individuals in different roles perceive the victims and causes of bullying is of great importance to educational research and practice. The present study aimed to investigate the opinions of individuals in different roles (bullies, victims, bystanders, educators) regarding the targets and causes of bullying and to identify differences among various perspectives. A total of 1558 participants from 77 secondary schools in Taiwan responded to the questionnaire, including 537 bystanders, 217 bullies, 213 victims, and 591 educators. Grounded-theory method was employed to analyse the qualitative data. A theoretical model addressing commonalities among the perspectives held by individuals in different roles suggested that at-risk targets, including provocative, vulnerable, and atypical students, had poor interpersonal relationships. The bullies selected their targets based on different motivations, which included having fun, releasing emotions, and achieving status or benefits. The research found differences between the perspectives of educators and those of student participants regarding the causes of school bullying with respect to blaming victims, the intentions of bullies, intolerance of diversity in peer cultures, and the influence of contextual factors. Increasing awareness and minimizing these differences may help efforts to prevent and intervene in bullying.     

Social violence and the trivialising effects of youth in school bullying: Extended listening to South Australian young people on bullying and violence

School bullying attracts significant research and resources globally, yet critical questions are being raised about the long-term impact of these efforts. There is a disconnect between young people's perspectives and the long-established psychology-based technical definitions of school bullying dominating practice and policy in Australia. This dominant paradigm has recently been described as the first paradigm of school bullying. In contrast, this paper explores the potential for reorienting school bullying research towards the concerns of young people and away from adult-derived technical definitions. Borrowing from paradigm two, which emphasises the social, cultural and philosophical (among others) elements of school bullying, in this paper, I approach bullying under the broad banner of ‘social violence’. This approach addresses some of the inherent limitations of the first paradigm to conceptualise social and cultural dynamics. I argue that a ‘social violence’ approach reveals that the exclusionary effects of the social phenomenon of youth continue to be overlooked. Furthermore, the term ‘violence’ in bullying research could benefit from integrating contemporary sociological insights on this phenomenon. This paper draws on qualitative insights from a small group of young people in secondary schooling in South Australia gained through prolonged listening to peer conversations in a series of focus groups. In addition, 1:1 interviews were conducted pre and post the focus group series. I argue that these participants' insights reveal the exclusionary effects of youth and the employment of bullying to trivialise young people's experiences and concern for harm. There is a need to reprioritise young people's knowledge in school bullying research and the exclusionary effects of youth alongside other social forces.     

Monitoring bullying behaviours may not enhance principal's awareness of the prevalence

Monitoring bullying behaviours is the key aspect of a successful anti-bullying intervention. Questionnaires among pupils and principals of the same schools were utilised to measure the agreement between pupil-reported frequency and principals' estimations of the prevalence of frequent bullying in the same schools and to identify monitoring methods associated with the best agreement. The correlation between the pupil-reported frequency and the principal's estimate of the prevalence was weak. Two-thirds of the principals estimated the prevalence of frequent bullying in their schools to be four percentage points lower than the prevalence, based on pupils' reports. Questionnaires that were developed and administered by the schools themselves and unspecified monitoring methods were associated with the best agreement between pupils' reports and principals' estimates of the prevalence of frequent bullying. There is a clear need to communicate better the nationally collected data back to schools. It seems that despite the monitoring efforts, school principals were not aware of the prevalence of frequent bullying as perceived by their pupils. Awareness of the problem may require more than just available evidence.     

School bullying and bare life: Challenging the state of exception

Despite a vast amount of research into school bullying and the widespread implementation of anti-bullying policies and programs, large numbers of students continue to report that they are routinely subjected to bullying by their peers. In this theoretical article, I argue that part of the problem is that there has been a lack of critical discussion of the theoretical foundations upon which such studies are based. Drawing on recent theoretical contributions within the field of school bullying, the work of anthropologist James C. Scott, and the work of philosophers Michel Foucault and Giorgio Agamben, I take particular issue with the notion of power that has long been a foundational pillar of bullying definitions. Utilizing a Foucauldian understanding of power, I argue that rather than focusing on the power imbalance involved in bullying relations, focus instead needs to shift onto the role that bullying plays in power relations. Reimagining Agamben’s figure of homo sacer as a victim of school bullying, I consider the ways in which some individuals are reduced to bare life and forced into a state of exception whereby social laws are no longer deemed applicable. The article concludes with a discussion of how this state of exception might be challenged.