Middle school bullying and sexual violence: Measurement issues & etiological mod

中学欺凌和性暴力：衡量问题

• 批准号: 7364454
• 负责人: DOROTHY L ESPELAGE
• 金额: $ 29.7万
• 依托单位: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-01 至 2010-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7364454
• 关键词: Middle; bullying; sexual; violence; Measurement

DESCRIPTION (provided by applicant): Schools have taken up bullying prevention as the panacea for school violence. This bullying prevention approach ignores sexual violence / harassment, but has gained momentum as a more palatable topic for school administrators, parents, and teachers. Although this is a practical solution, it ignores the fact that there exists no empirical support that bullying prevention efforts in elementary or middle school are associated with decreases in sexual violence perpetration or victimization over time. In fact, in Australia data are emerging that this approach is in fact not effective (Rigby, 2004). Thus, it remains critical to examine the overlap of bullying perpetration / victimization and sexual violence in order to inform sexual violence prevention in our US schools. This proposed study is the first comprehensive examination of the association between bullying experiences and co-occurring and subsequent sexual violence among middle school students. This proposed study uses a social ecological framework to explore the risk and protective factors of bullying experiences and sexual violence in which adolescent behavior is shaped by a range of nested contextual systems, including family, peers, and school environments (Brofenbrenner, 1977, 1979; Heise, 1998; CDC, 2004). The ecological perspective provides a conceptual framework for investigating the combined impact of these social contexts and influences on behavioral development. Bullying is conceptualized to include namecalling, teasing, rumor spreading, verbal threats, and social aggression. Sexual violence is conceptualized as including sexual coercion, sexual harassment, and homophobic teasing. Participants will include approximately 3,500 middle school students (6th through 8th grade) in 140 classrooms across five cohorts and their teachers from two school districts. The sample was selected deliberately to be ethnically (40% Black Students) and economically (range from 0% to 60% low income). Students and teachers will complete surveys at multiple time points across three years of data collection to assess a wide range of bullying attitudes and behaviors, frequency of bullying perpetration and victimization, sexual harassment victimization and perpetration, and measures of proposed risk (e.g., anger, attitudes toward violence) and protective factors (e.g., empathy). Confirmatory factor analysis will be used to examine psychometric dimensions of multiple forms of bullying and sexual violence across multiple informants (self, peer, and teacher). Hierarchical linear modeling will be used to identify trajectories of bullying perpetration, victimization, and witnessing, and sexual violence perpetration and victimization. In addition, HLM will provide for the identification of unique and shared risk (e.g., anger, proattitudes toward violence, peer supports for violence, child abuse experiences) and protective factors (e.g., empathy, attachment to parents) of bullying and sexual violence experiences emerge from multiple levels of social influence. Focus groups and interviews with both students and teachers will be conducted to elucidate additional information regarding the connection between bullying and sexual violence perpetration.

描述（由申请人提供）：学校已经采取了欺凌预防作为校园暴力的灵丹妙药。 这种欺凌预防方法忽视了性暴力/骚扰，但已经成为学校管理人员，家长和教师更容易接受的话题。 虽然这是一个实际的解决办法，但它忽略了一个事实，即存在着 没有经验支持小学或中学的欺凌预防工作与随着时间的推移性暴力犯罪或受害的减少有关。 事实上，澳大利亚的数据显示，这种方法实际上并不有效（Rigby，2004年）。因此，它仍然是至关重要的研究欺凌犯罪/受害和性暴力的重叠，以告知性暴力预防在我们的美国学校。 这项拟议的研究是第一次全面检查中学生之间的欺凌经历和共同发生的性暴力和随后的性暴力之间的关联。 这项拟议的研究使用了社会生态框架，探讨欺凌的经验和性暴力的风险和保护因素，青少年的行为是由一系列嵌套的上下文系统，包括家庭，同龄人和学校环境（Brofenbrenner，1977年，1979年;海瑟，1998年; CDC，2004年）。 生态学的观点提供了一个概念框架，调查这些社会背景和行为发展的影响的综合影响。欺凌的概念包括辱骂， 戏弄、谣言传播、言语威胁和社会攻击。 性暴力的概念包括性胁迫、性骚扰和同性恋恐惧症。参与者将包括来自两个学区的五个队列140个教室的大约3,500名中学生（6至8年级）和他们的老师。 样本是故意选择的种族（40%的黑人学生）和经济（范围从0%到60%的低收入）。 学生和教师将在多个时间点完成调查 在三年的数据收集中，评估了广泛的欺凌态度和行为、欺凌实施和受害的频率、性骚扰受害和实施，以及拟议风险的衡量标准（例如，愤怒，对暴力的态度）和保护因素（例如，移情）。 实证因素分析将被用来检查心理测量维度的多种形式的欺凌和性暴力在多个线人（自我，同伴和老师）。 分层线性模型将被用来确定欺凌犯下，受害和见证，性暴力犯下和受害的轨迹。 此外，HLM将提供独特和共同风险的识别（例如，愤怒，对暴力的支持态度，对暴力的同伴支持，虐待儿童的经历）和保护因素（例如，同情、对父母的依恋）的欺凌和性暴力经历产生于多个层面的社会影响。 焦点小组和访谈与学生和教师将进行澄清有关欺凌和性暴力犯罪之间的联系的其他信息。