Bullying and Victimization : What Have We Learned and Where Do We Go from Here ? [ Mini-Series ]
Bullying and Victimization : What Have We Learned and Where Do We Go from Here ? [ Mini-Series ]
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发表时间：
2017
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通讯作者：
Dorothy;Espelage;S. M. Swearer
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作者：
Dorothy;Espelage;S. M. Swearer
这个特殊的i，苏nn欺凌和受害在学校，I 'rc！l%gr Rel'ieu'强调了美国学校中关于欺凌和同伴受害的当前研究elTol 1：>。以及这项研究如何为预防和干预规划提供信息。国家信息研究所的介绍性文章简要概述了过去十年来从关于学龄青年欺凌问题的研究中获得的几个主要见解，并为特刊做好了准备。本文对欺负行为的心理学相关研究进行了综述，并提出了四点启示，为今后的研究提供了方向。特别报告的撰稿人通过研究同伴生态对欺凌的影响来增强这些见解（Rodkin & Hodges。20031.在欺凌研究中使用纵向和多变量方法（Long & Pellegrini.第20卷第3期。评估学校内欺凌通常发生的气候（letT.动力.科斯里根& Manz. 20米岛探讨学校范围内防止欺凌方案的执行问题（Orpinas.回家& Staniszewski. 2003年I.审查法律和政策以解决欺凌问题（Limher & Small. 20（3），并挑战研究人员达成共识的欺凌研究（弗隆。莫里森。& Greif。20米）。在过去的30年里，儿童和青少年的校园欺凌一直是许多国际研究的焦点。挪威学者丹尼尔·奥尔维斯（1972）在他的开创性研究中，将欺凌定义为”围攻“。“并将其定义为一个人或一群人骚扰，骚扰。或者纠缠别人然而，直到1982年，挪威的学校官员才开始关注校园欺凌问题，而且是在三名14岁的男孩因受到同学的极度骚扰而自杀之后（Olweus，1993年）。在这些事件之后。挪威教育部发起了一场全国性的反欺凌运动，在每一所小学和中学实施了一项预防计划。的确.许多其他国家已认识到欺凌行为是一个严重关切问题。包括英国。意大利。加拿大日本美国的和澳大利亚仅举几个例子。最近在美国发生的事件提出了一些关于国际调查结果对美国地址文化的可移植性的问题。Espelande。博士教育心理学的发展。伊利诺伊大学香槟分校教育学院.教育大楼226号南六街1310号尚潘。IL 61820- 61 J 90;电子邮件：espelag @uiuc.edu. 165 2003年版权所有，全国学校心理学家协会。由权限使用。
This special i,sue nn bullying and victimization in Schooll',I'rc!l%gr Rel'ieu' highlights current research elTol1:> in American schools on bullying and peer victimization. and how this research can inform prevention and intervention planning. nlis introductory article provides a brief overview of several major insights gained over the last decade from research on bullying in school-aged youth and sets the stage for the special issue. Research on psychosOl:ial currelates in bullying behaviors is reviewed and four insights that provide directions fur future research are derived. The contributing authors in the special i,sue augment these insights by examining the intluence of the peer ecology on bullying (Rodkin & Hodges. 20031. using longitudinal and multivariate melhodologies in bullying research (Long & Pellegrini. 20(3). assessing the climales within the schuol where bullying typically occurs (letT. Power. Cosligan. & Manz. 20m I. exploring implementation issues of school-wide bullying prevention programming (Orpinas. Home. & Staniszewski. 2003 I. reviewing laws and policies lo address bullying (Limher & Small. 20(3), and challenging researchers to reach a consensus on bullying research (Furlong. Morrison. & Greif. 20m). School bullying among children and adolescents has been the focus of many international studies over the last 30 years. In his seminal research, Norwegian scholar Daniel Olweus ( 1972) coined bullying a" "mobbing." and defined it as an individual or a group of individuals harassing, tcasing. or pestering another person. However, it was not until 1982 that school officials in Norway turned their attention to school bullying, and did so only after three 14-year-old boys committed suicide as a result of extreme harassment from classmates (Olweus, 1993). Following these events. the Ministry of Education in Norway launched a national campaign against bullying in which a prevention program was implemented in every primary and secondary school. Indeed. many other countries have recognized bullying as a serious concern. including England. Italy. Canada. Japan. the United States. and Australia. to name a few. Recent events in the United States raise some issues about the transportability of international findings to the culture of American Address correspondcnce rcgarding this article to Dorothy L. Espelagc. Ph.D.. Derallmcnt of Educational Psychology. University of Illinois, Urbana-Champaign. College of Education. 226 Educatiun Building. 1310 South Sixth Street. Champaign. lL 61820-6lJ90; E-mail: espelage@uiuc.edu. l65 Copyright 2003, National Association of School Psychologists. Used by permission.