The Wiley Blackwell Handbook of Bullying - A Comprehensive and International Review of Research and Intervention
The Wiley Blackwell Handbook of Bullying - A Comprehensive and International Review of Research and Intervention
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威利·布莱克威尔欺凌手册 - 研究和干预的全面国际回顾
DOI：
10.1002/9781118482650.ch73
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发表时间：
2021
期刊：
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通讯作者：
Palmer S
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作者：
Palmer S
众所周知，欺凌发生在同伴群体面前（Salmivalli，2010; Salmivalli，Lagerspetz，Björkqvist，奥斯特曼，& Kaukiainen，1996），因此不仅影响了侵略的受害者，而且影响了欺凌生态系统中的所有行为者，包括受害者，欺凌者，证人，以及环境中的其他同伴（Lambe，哈德逊，克雷格，& Pepler，2017）。研究表明，欺凌在情绪和行为健康方面具有有害的结果（Smith & Brain，2000），例如，学业困难（Buhs，拉德，& Herald，2006），亲社会行为减少（Coyne，Gundersen，纳尔逊，& Stockdale，2011），以及自尊心降低（Verkuyten & Thijs，2006）。当欺凌发生在社会群体成员或从属关系的基础上（即“群体间”或“基于偏见”的欺凌），这些负面结果会加剧（Verkuyten，2002）。此外，消极后果在受害者、欺凌者和更广泛的同龄人群体中普遍存在（Rivers，Poteat，Noret，& Ashurst，2009）。因此，更好地了解儿童和青少年如何看待和应对欺凌至关重要;首先，整个同龄群体可能受到负面影响，其次，因为个人和同龄群体看待和应对欺凌的方式在预防或继续欺凌方面发挥着关键作用。（Saarento & Salmivalli，2015年; Salmivalli，2010年）。为了更全面地了解儿童对欺凌的评价和反应，有必要了解儿童社会认知的发展，包括他们对群体如何运作的了解（“群体动态”）和他们对不同社会群体信息的获取（“群体间过程”）。本章首先考虑理解社会认知机制的重要性，这些机制是儿童和青少年对欺凌的解释的基础，以及如何
It is well understood that bullying takes place in front of the peer group (Salmivalli, 2010; Salmivalli, Lagerspetz, Björkqvist, Österman, & Kaukiainen, 1996) and therefore impacts not only the victims of the aggression, but all actors in the bullying ecosystem, including victims, bullies, witnesses, and other peers in the environment (Lambe, Hudson, Craig, & Pepler, 2017). Research shows that bullying has detrimental outcomes in terms of emotional and behavioral health (Smith & Brain, 2000), for example, academic difficulties (Buhs, Ladd, & Herald, 2006), a decrease in prosocial behavior (Coyne, Gundersen, Nelson, & Stockdale, 2011), and lower self-esteem (Verkuyten & Thijs, 2006). When bullying occurs on the basis of a social group membership or affiliation (ie,“intergroup” or “bias-based” bullying), these negative outcomes are exacerbated (Verkuyten, 2002). Moreover, negative consequences are prevalent among victims, bullies and the wider peer group (Rivers, Poteat, Noret, & Ashurst, 2009). It is therefore vital to better understand how children and adolescents think about and respond to bullying; first as the whole peer group can be negatively affected, and second because the way in which both individuals and the peer group think about and respond to bullying play a key role in the prevention or continuation of bullying (Saarento & Salmivalli, 2015; Salmivalli, 2010).To achieve a fuller understanding of children’s evaluations of and reactions to bullying, it is necessary to understand the development of children’s social cognitions, including their developing knowledge of how groups work (“group dynamics”) and their acquisition of information about different social groups (“intergroup processes”). This chapter first considers the importance of understanding the social cognitive mechanisms that underpin children’s and adolescents’ interpretations of bullying, and how