Peer Victimization and Children's Development

同伴受害与儿童发展

• 批准号: 6917692
• 负责人: KAREN D RUDOLPH
• 金额: $ 31.18万
• 依托单位: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-09 至 2010-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6917692
• 关键词: behavioral /social science research tag; child behavior; children; clinical research; cognition; experience; human subject; interpersonal relations; locus of control; longitudinal human study; model design /development; peer group; psychological models; psychological stressor; social group process; social psychology; socializations

Over the past 2 decades, victimization among school children has become a growing public health concern. Once believed to be a normative and even acceptable part of growing up, this myth has now been dispelled. Consequently, researchers have become interested in understanding why some children are more likely to be victimized, and how this victimization affects their well being. The goal of the proposed research is to identify the psychological, emotional, behavioral, and physiological antecedents and consequences of victimization. A transactional model is proposed to explain how victimization in the peer group influences a range of developmental processes, which then place children at further risk. Specifically, this model posits that exposure to peer victimization contributes to maladaptive social-cognitive processes, ineffective emotional and behavioral self-regulatory responses, global emotional and behavioral dysfunction, and heightened adrenocortical reactivity. These developmental consequences, in turn, are proposed to heighten children's sensitivity to future interpersonal stress, as well as to cause children to generate additional stress in their relationships, including further victimization. Personal attributes of children and characteristics of victimization experiences are expected to influence how children react to victimization. This model will be evaluated in the context of a prospective longitudinal study. 400-second graders will be followed across four years using child, parent, and teacher reports. A sub-sample of children will participate in two observational procedures. First, observations will be conducted of natural playground interactions each of the four years to examine children's experiences with familiar peers, including incidents of victimization, and how they respond to stressful situations. Second, observations will be conducted using a laboratory paradigm to examine victimized children's responses to a social challenge during an interaction with an unfamiliar peer. Evaluation of the proposed transactional model will advance efforts to understand how children and their environments jointly contribute to development, and will provide a broad conceptual framework for understanding long-term risk in victimized children over time and across social groups. Moreover, this research will provide a basis for the creation of child-level and school-level programs designed to interrupt the cycle of victimization, violence, and distress associated with maltreatment by peers.

在过去20年中，学童受害已成为一个日益严重的公共卫生问题。这个神话曾经被认为是成长的一个规范，甚至是可以接受的部分，现在已经被驱散了。因此，研究人员有兴趣了解为什么有些儿童更容易受害，以及这种受害如何影响他们的福祉。拟议的研究的目标是确定受害的心理，情感，行为和生理的前因和后果。 一个交易模型提出来解释如何受害的同龄人群体影响了一系列的发展过程，然后将儿童在进一步的风险。具体来说，这个模型假设，暴露于同伴受害有助于适应不良的社会认知过程，无效的情绪和行为的自我调节反应，全球情绪和行为功能障碍，肾上腺皮质反应性增高。这些发展后果反过来又会提高儿童对未来人际压力的敏感度，并导致儿童在人际关系中产生额外的压力，包括进一步的受害。儿童的个人属性和受害经历的特点预计会影响儿童对受害的反应。该模型将在前瞻性纵向研究的背景下进行评价。400-二年级学生将被跟踪四年，使用儿童，家长和教师的报告。 儿童的子样本将参加两个观察程序。首先，观察将进行自然的操场互动的四年中的每一个检查儿童的经验与熟悉的同龄人，包括受害事件，以及他们如何应对压力的情况。第二，观察将进行使用实验室的范例，以检查受害儿童的反应，在与一个不熟悉的同龄人的互动过程中的社会挑战。对拟议的交易模式进行评价，将有助于了解儿童及其环境如何共同促进发展，并将为了解受害儿童在一段时间内和跨社会群体的长期风险提供一个广泛的概念框架。此外，这项研究将为制定儿童和学校方案提供基础，这些方案旨在中断与同龄人虐待有关的受害、暴力和痛苦的循环。