“We Don’t Have Bullying, But We Have Drama”: Understandings of Bullying and Related Constructs Within the Social Milieu of a U.S. High School
“We Don’t Have Bullying, But We Have Drama”: Understandings of Bullying and Related Constructs Within the Social Milieu of a U.S. High School
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“我们没有欺凌，但我们有戏剧”：对美国高中社会环境中的欺凌及相关结构的理解
DOI：
10.1080/10911359.2014.893857
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发表时间：
2015
影响因子：
1.6
通讯作者：
K. Allen
中科院分区：
文献类型：
--
作者：
K. Allen
本研究旨在探究美国一所高中的学生和教职工对霸凌及相关社会构建的理解。84名学生参与了访谈和焦点小组；797名学生和77名教职工完成了问卷调查。定性数据采用扎根理论方法进行分析，研究结果用于指导调查问卷项目的设计，这些项目采用单因素方差分析进行分析。在解读过程中，将研究的两个部分的结果进行了合并。结果表明，学校的社会环境反映出一种复杂的情况，在这种情况下，很难将霸凌的研究定义应用于有问题的学生社会交往中。提出了一个关于冲突、戏剧性事件、攻击性和霸凌之间关系的理论模型。
The purpose of this study was to explore students’ and staff members’ understandings of bullying and related social constructs within a U.S. high school. Students (N = 84) participated in interviews and focus groups; students (N = 797) and staff members (N = 77) completed surveys. The qualitative data were analyzed using a grounded theory approach, and the findings were used to inform the development of survey items, which were analyzed using a one-way ANOVA. Findings from both components of the study were merged during interpretation. Results suggest that the school’s social environment reflects a complicated milieu in which it is difficult to apply a research definition of bullying to problematic student social interactions. A theoretical model of how conflict, drama, aggression, and bullying are related is proposed.