Tell the Teacher or Tell the Bully Off: Children's Strategy Production for Bystanders to Bullying.
Tell the Teacher or Tell the Bully Off: Children's Strategy Production for Bystanders to Bullying.
复制标题
告诉老师还是告诉欺凌者：针对旁观者欺凌行为的儿童策略制作。
DOI：
10.1111/j.1467-9507.2011.00627.x
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发表时间：
2012
影响因子：
2
通讯作者：
Jodie A. Baird
中科院分区：
文献类型：
--
作者：
Patrick F. Rock;Jodie A. Baird
尽管孩子们不愿像旁观者那样干预欺凌行为是众所周知的，但他们不采取行动的原因仍然不清楚。一种可能性是，他们没有能力在这些情况下制定适当的应对策略。这项研究考察了儿童(N=104，6-11岁)对不同欺凌情境下旁观者所能产生的策略的数量和类型。在欺凌情境中，年龄较大的儿童比年龄较小的儿童产生了更多的策略。孩子们最常建议旁观者直接面对欺凌弱小的人，其次是建议旁观者向老师寻求帮助或安慰受害者。排斥事件引发了更频繁的建议，即旁观者通过安慰受害者来帮助受害者，而推搡事件则促使人们更频繁地向老师求助。一个关于同龄人旁观者成功介入欺凌事件的启蒙故事促进了女孩的策略产生，但对男孩没有影响。
Although children's reticence to intervene as bystanders to bullying is well established, the reasons for their inaction remain unclear. One possibility is that they are incapable of generating appropriate response strategies in these situations. This study examined the number and type of strategies children (N = 104, 6–11 years) could generate for bystanders to a variety of bullying situations. Across bullying situations, older children generated more strategies than did younger children. Children most often suggested that the bystander confront the bully directly, followed by the suggestion that the bystander find a teacher for help or comfort the victim. An exclusion incident prompted more frequent proposals that the bystander help by comforting the victim while a pushing incident prompted more frequent appeals to a teacher. A priming story about a peer bystander intervening successfully in a bullying incident boosted strategy production in girls but did not affect boys.