Peer involvement in bullying: insights and challenges for intervention
Peer involvement in bullying: insights and challenges for intervention
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DOI：
10.1006/jado.1999.0238
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发表时间：
1999-08-01
影响因子：
3.8
通讯作者：
Craig, W
中科院分区：
文献类型：
--
作者：
O'Connell, P;Pepler, D;Craig, W
本研究的目的是探讨发生在学校操场上的欺负事件的同伴过程。这些过程是从社会学习的角度进行检查的，使我们能够考虑欺凌者、受害者和同龄人之间各种类型的强化的影响。对53段录像带进行了检查。每个部分包含一个同龄人组（两个或更多的同龄人），他们在学校操场上观看欺凌事件。同龄人被编码为主动加入或被动加强欺负者，并代表受害者积极干预。平均而言，四个同龄人观看了校园欺凌，范围从2到14个同龄人。在所有事件中，平均而言，同龄人花了54%的时间被动地观看，21%的时间主动地模仿欺凌者，25%的时间代表受害者进行干预。年龄较大的男孩（4-6年级）比年龄较小的男孩（1-3年级）和年龄较大的女孩更有可能积极加入欺负者。年龄较小和较大的女孩比年龄较大的男孩更有可能代表受害者进行干预。研究结果被解释为证实了同伴在操场欺凌事件中的核心作用。我们讨论了同行领导的干预措施所面临的挑战方面的结果。同学们的反欺凌倡议必须通过同时进行的全校干预来加强。(C)1999年青少年服务专业人员协会。
The purpose of this research was to examine the peer processes that occur during bullying episodes on the school playground. These processes were examined from a social learning perspective, allowing us to consider the effects of various types of reinforcement among bullies, victims, and peers. Fifty-three segments of video tape were examined. Each segment contained a peer group (two or more peers) that viewed bullying on the school playground. Peers were coded for actively joining or passively reinforcing the bully, and for actively intervening on behalf of the victim. On average, four peers viewed the schoolyard bullying, with a range from two to 14 peers. Averaged across all episodes, peers spent 54% of their time reinforcing bullies by passively watching, 21% of their time actively modelling bullies, and 25% of their time intervening on behalf of victims. Older boys (grades 4-6) were more likely to actively join with the bully than were younger boys (grades 1-3) and older girls. Both younger and older girls were more likely to intervene on behalf of victims than were older boys. The results were interpreted as confirming peers' central roles in the processes that unfold during playground bullying episodes. We discuss the results in terms of the challenges posed to peer-led interventions. Peers' anti-bullying initiatives must be reinforced by simultaneous whole-school interventions. (C) 1999 The Association for Professionals in Services for Adolescents.