Victims of Peer Aggression

科学家们对这些人的攻击性行为进行了调查， 孩子们几乎只关注 以及实施攻击的孩子的背景 在 相比之下，那些成为同伴攻击受害者的孩子 很少被研究。 最近的数据显示， 少数小学生（约10%） 一直是同行攻击的目标。 这些频繁 受害儿童具有某些特征，包括 焦虑，顺从，不愿反击， 倾向于表现出明显的疼痛和痛苦的迹象。 这 研究的目的是扩大我们的知识的原因， 被攻击性同伴伤害的后果。 一 纵向研究（从儿童三年级开始） 将涉及反复衡量儿童的受害情况， 可能是受害之前或之后的变量 (e.g.,与同伴开始互动的风格， 处理与同伴的纠纷，孤独，抑郁，自我-- 尊重）。 数据将来自教师、同伴和自我- 报道 分析将试图确定这些特征 在一个孩子被单独挑出来虐待之前和之后。 其他研究将涉及直接观察和比较 受害儿童和非受害儿童与同伴的互动 在操场上和教室里。 这些研究也 旨在让我们了解 受害的儿童，助长了他们的受害。 结果应（a）提供有关行为的信息 受害儿童的素质， 干预计划和（B）进一步我们的科学 通过告诉我们 攻击性儿童认为挑衅的受害者的品质 和加固。

The scientific investigation of aggressive behavior among children has focused almost exclusively on the characteristics and backgrounds of children who enact the aggression. In contrast, children who serve as victims of peer aggression have rarely been studied. Recent data indicate that a small minority of elementary school children (about 10%) serve consistently as targets of peer attacks. These frequently victimized children possess certain characteristics, including anxiety,submissiveness, a reluctance to fight back, and a tendency to display obvious signs of pain and distress. This research is designed to expand our knowledge of the causes and consequences of being victimized by aggressive peers. A longitudinal study (beginning when children are in third grade) will involve repeatedly measuring children on victimization and variables that may be antecedent or consequent to victimization (e.g., style of initiating interactions with peers, style of handling disputes with peers, loneliness, depression, self-- esteem). Data will come from teacher-, peer-, and self- reports. Analyses will attempt to identify the characteristics that precede and follow a child being singled out for abuse. Other studies will involve directly observing and comparing victimized and nonvictimized children's interactions with peers on the playground and in the classroom. These studies are also designed to inform us about the behavioral qualities of victimized children that contribute to their victimization. Results should (a) provide information about the behavioral qualities of victimized children that might be targeted in intervention programs and (b) further our scientific understanding of aggressive processes by informing us about the qualities of victims that aggressive children finding provoking and reinforcing.