Understanding and defining bullying - adolescents' own views.
Understanding and defining bullying - adolescents' own views.
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理解和定义欺凌 - 青少年自己的观点。
DOI：
10.1186/2049-3258-73-4
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Hagquist C
中科院分区：
文献类型：
--
作者：
Hellström L;Persson L;Hagquist C
同伴伤害对儿童和青少年的负面影响是主要的公共卫生问题，已进行了广泛的研究。鉴于所有的努力，分析和估计的社会和健康后果的同伴受害，青少年自己的经验和理解有令人惊讶的是，对欺凌的定义影响不大。因此，本研究的目的是探讨青少年对欺负的定义。问卷调查（n = 128）和四个焦点小组访谈（n = 21）进行了13岁和15岁的学生。首先，性别和年龄的差异进行了分析，就什么行为被认为是欺凌（问卷数据）。其次，分析什么是欺凌（焦点小组访谈）进行了定性内容分析。青少年对欺负的理解和定义不仅包括传统的重复和权力不平衡的标准，而且还包括基于欺负的健康后果的标准。结果表明，一个单一的，但伤害或有害的事件也可以被认为是欺负，无论是否符合传统的标准。此外，与男孩和低年级学生相比，女孩和高年级学生对欺凌行为的看法更具包容性，并报告了更多类型的欺凌行为。目前的研究结果增加了现有的文献表明，青少年认为受害者的伤害和伤害的经验作为一个标准来定义欺凌，而不仅仅是欺凌的后果。这可能是特别相关的识别和分类欺凌事件在互联网上的破坏性后果已报告从单一事件和使用的意图，重复和权力不平衡的传统标准可能不相关的传统欺凌。这意味着大多数欺凌定义中包含的传统标准可能无法完全反映青少年对欺凌的理解和定义。要求青少年严格遵守欺凌的传统定义的欺凌行为的评估可能无法识别所有经历同伴受害的青少年，因此不能提供反映青少年自己对欺凌的理解的患病率估计。
The negative consequences of peer-victimization on children and adolescents are major public health concerns which have been subjected to extensive research. Given all efforts made to analyze and estimate the social and health consequences of peer-victimization, the adolescents’ own experiences and understandings have had surprisingly little impact on the definition of bullying. Therefore, the aim of the current study is to explore adolescents’ definitions of bullying. A questionnaire study (n = 128) and four focus group interviews (n = 21) were conducted among students aged 13 and 15. First, gender and age differences were analyzed with respect to what behaviors are considered bullying (questionnaire data). Second, analysis of what bullying is (focus group interviews) was conducted using qualitative content analysis. The adolescents own understanding and definition of bullying didn’t just include the traditional criteria of repetition and power imbalance, but also a criterion based on the health consequences of bullying. The results showed that a single but hurtful or harmful incident also could be considered bullying irrespective of whether the traditional criteria were fulfilled or not. Further, girls and older students had a more inclusive view of bullying and reported more types of behaviors as bullying compared to boys and younger students. The results of the current study adds to the existing literature by showing that adolescents consider the victim’s experience of hurt and harm as a criterion for defining bullying and not only as consequences of bullying. This may be of special relevance for the identification and classification of bullying incidents on the internet where devastating consequences have been reported from single incidents and the use of the traditional criteria of intent, repetition and power imbalance may not be as relevant as for traditional bullying. It implies that the traditional criteria included in most definitions of bullying may not fully reflect adolescents’ understanding and definition of bullying. Assessments of bullying behaviors that ask adolescents to strictly adhere to the traditional definition of bullying might not identify all adolescents experiencing peer victimization and therefore not provide estimates of prevalence rates reflecting adolescents’ own understanding of bullying.