心理学视域下校园欺凌的形成机理及对策
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摘要
校园欺凌是国内外中小学中普遍存在的现象,从心理学角度考察其成因、探索相应干预措施有着重要意义。有关欺凌事件直接参与者的研究表明:部分欺凌者存在一定程度的反社会行为或认知特征,欺凌行为也是青春期个体获取、维护社会支配地位的一种手段;某些"另类"特征、情绪和社会交往问题会让儿童青少年成为易受欺凌的对象;欺凌和受欺凌都可能导致个体情绪、行为等方面的适应障碍,其不良影响甚至会延续相当长的时间;欺凌-受欺凌者是最不稳定的一类角色,兼具欺凌者与受欺凌者两者的缺点,适应状况通常最差。班级内的同伴生态、旁观者的行为和朋友关系都会影响欺凌事件的发生几率及所导致的后果。某些家庭和父母特征也是与欺凌行为联系密切的危险性或保护性因素。积极的师生关系有助于减少欺凌事件的发生,也能对其后果起到缓冲作用。但缺乏培训的父母和教师,通常无法及时准确地识别欺凌事件并做出有效应对。当前教育实践中,可以有效防控校园欺凌的措施大致可以划分为两类;一是面向特定相关群体的单水平干预,二是要求学生、家长、教职员工等都要参与其中的多水平干预。
School bullying is a common problem in primary and secondary schools home and abroad, so it is significant to explore the formation mechanism and interventions from the perspective of psychology. According to the study on the direct participants of bullying incidents, some bullies involve in anti-social behaviors or cognitive characteristics to some extent, and bullying is one of the means adopted by adolescent individuals to acquire and maintain social dominance. Children and adolescents with some physical characteristics, emotional or social problems are in higher risk of being bullied. Both the bullying and bullied behaviors may lead to emotional and behavioral adaptation disorders for children and adolescents, and the negative effects may even last for a long time. The one with both bully and victim characteristics have the disadvantages of both roles, so they are in the worst situation of stability and adaptation. The peer ecological environment in class, bystanders' behaviors and friend relations can affect the occurrence rate and consequences of bullying. Some family and parental characteristics are also factors of risk or protection. In addition, positive teacher-student relationship helps to reduce the occurrence of bullying and alleviate the possible negative consequences. However, parents and teachers who lack training often fail to identify and respond effectively to bullying in a timely and accurate manner. In educational practice, the measures to prevent and control school bullying can be divided into two categories: single-level intervention for some specific related groups, and multi-level intervention involving students, parents and school staff.
School bullying is a common problem in primary and secondary schools home and abroad, so it is significant to explore the formation mechanism and interventions from the perspective of psychology. According to the study on the direct participants of bullying incidents, some bullies involve in anti-social behaviors or cognitive characteristics to some extent, and bullying is one of the means adopted by adolescent individuals to acquire and maintain social dominance. Children and adolescents with some physical characteristics, emotional or social problems are in higher risk of being bullied. Both the bullying and bullied behaviors may lead to emotional and behavioral adaptation disorders for children and adolescents, and the negative effects may even last for a long time. The one with both bully and victim characteristics have the disadvantages of both roles, so they are in the worst situation of stability and adaptation. The peer ecological environment in class, bystanders' behaviors and friend relations can affect the occurrence rate and consequences of bullying. Some family and parental characteristics are also factors of risk or protection. In addition, positive teacher-student relationship helps to reduce the occurrence of bullying and alleviate the possible negative consequences. However, parents and teachers who lack training often fail to identify and respond effectively to bullying in a timely and accurate manner. In educational practice, the measures to prevent and control school bullying can be divided into two categories: single-level intervention for some specific related groups, and multi-level intervention involving students, parents and school staff.
引文
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