中国学生欺负相关行为报告率的Meta分析

目的:使用Meta分析评价2000-2015年中国学生欺负相关行为状况,为校园欺负相关行为的研究提供资料。方法:系统检索中国知网文献总库、万方数据库和维普信息资源库中有关中国学生欺负相关行为的研究,使用Meta分析报告率,对性别、年级和地区进行亚组分析。结果:共筛选20篇研究文献,总调查样本22831人。Meta分析结果,学生欺负卷入行为报告率为26.7%(95%CI=21.0%~32.3%),欺负报告率为7.3%(95%CI=4.9%~9.8%),被欺负报告率为15.9%(95%CI=12.8%~19.0%),欺负-被欺负报告率为4.8%(95%CI=2.5%~7.0%)。亚组分析结果显示,男生欺负相关行为报告率高于女生,大学生高于中小学生,中西部地区学生高于东部地区。结论:中国学生欺负行为的状况应引起社会的广泛关注。     

Caregivers’ Advice and Children’s Bystander Behaviors During Bullying Incidents

Many bullying prevention programs take a bystander approach, which encourages children to intervene when they are bystanders to bullying incidents. Little is known about how caregivers’ advice to children might promote or undermine the positive bystander behaviors targeted by these programs. Accordingly, the aim of the current study was to investigate relations between caregivers’ advice and children’s bystander behavior during bullying situations. Participants were 106 racially/ethnically diverse 4th- and 5th-grade students (M age = 10.5 years, SD = .71 years), their classmates, and their caregivers. During classroom visits, peers reported on children’s bystander behaviors. During home visits, caregivers and children completed a coded interaction task in which caregivers advised children about how to respond to bullying situations at school. Results suggested that (a) bystander intervention was positively predicted by caregivers’ advice to help/comfort the victim, (b) bystander passivity was positively predicted by caregivers’ advice to not intervene and negatively predicted by caregivers’ advice to help/comfort the victim, and (c) bystander reinforcement/assistance of the bully was positively predicted by caregivers’ advice not to intervene and not to tell adults. Results support a link between caregivers’ advice at home and children’s corresponding behavior when they are bystanders to bullying situations at school. These results emphasize the importance of collaboration between families and schools to reduce school bullying. Implications and directions for future research are discussed.     

中小学生欺侮行为方式与特点研究

目的　了解中小学生欺侮行为的方式与特点。方法　采用自编的欺侮问卷对 1 1～ 1 6岁 6 88名学生进行调查。结果　 1 1～ 1 6岁学生主要以直接欺侮尤其是直接言语欺侮为主 ,间接欺侮的方式应用较少 ;教室、上学与回家途中等地点极易发生欺侮行为 ;男生欺侮女生较多地采用直接身体欺侮的方式 ;而女生欺侮男生较多地采用直接言语欺侮的方式 ;随着年龄增长 ,受欺侮和欺侮他人的比例呈现下降的趋势 ,小学比初中要高 ,卷入欺侮行为的程度也更严重。男生卷入欺侮他人的程度比女生严重 ,而在受欺侮程度上 ,男生和女生间未见显著性差异。结论　欺侮行为在中小学生中具有普遍性 ,应引起教育工作者足够的重视。     

Social defeat as a stressor in humans.

Studies on social defeat in humans, and their similarities with studies on social defeat in animals are reviewed. Studies on social defeat in humans typically are conducted as a branch of social psychology, most often focusing on bullying in schools and in workplaces. Victims of bullying are known to suffer from depression, anxiety, sociophobia, loss of self-esteem, psychosomatic diseases, and other behavioral symptoms. On the other hand, animal studies on social defeat, usually based on the rodent resident--intruder paradigm, present findings related to physiological rather than to behavioral consequences of defeat. The two branches use different terminology, e.g., "dominant" and "subordinate" (animal studies) and "bully" and "victim" (human studies). It is suggested that the two fields could benefit from a mutual exchange in theory and methodology.     

Bully victimization,depression, and the role of protective factors among college LGBTQ students

This study surveyed 347 lesbian, gay, bisexual, transgender, and questioning college students from across the United States concerning their bully victimization, depressive symptoms, and sources of support. Participants responded to an online survey that asked them about their victimization experiences during the 3 months prior to the survey. The results indicate that four types of bully victimization (verbal, relational, cyber, and physical) occur during the college years, and that victimization relates positively to depressive symptomatology in sexual minority college students. The 4 forms of bullying did not relate to depression in the same manner for each of the 5 sexual minority subgroups. Peer support, but not family and campus support, provided a buffer against depression for lesbian, gay, and bisexual students. This study involved a sample exclusively comprising sexual minority college students, and the findings show the need for colleges to address bully victimization and its effects in this population.     

Bullying girls - changes after brief strategic family therapy: a randomized, prospective, controlled trial with one-year follow-up

BACKGROUND: Many girls bully others. They are conspicuous because of their risk-taking behavior, increased anger, problematic interpersonal relationships and poor quality of life. Our aim was to determine the efficacy of brief strategic family therapy (BSFT) for bullying-related behavior, anger reduction, improvement of interpersonal relationships, and improvement of health-related quality of life in girls who bully, and to find out whether their expressive aggression correlates with their distinctive psychological features. METHODS: 40 bullying girls were recruited from the general population: 20 were randomly selected for 3 months of BSFT. Follow-up took place 12 months after the therapy had ended. The results of treatment were examined using the Adolescents' Risk-taking Behavior Scale (ARBS), the State-Trait Anger Expression Inventory (STAXI), the Inventory of Interpersonal Problems (IIP-D), and the SF-36 Health Survey (SF-36). RESULTS: In comparison with the control group (CG) (according to the intent-to-treat principle), bullying behavior in the BSFT group was reduced (BSFT-G from n = 20 to n = 6; CG from n = 20 to n = 18, p = 0.05) and statistically significant changes in all risk-taking behaviors (ARBS), on most STAXI, IIP-D, and SF-36 scales were observed after BSFT. The reduction in expressive aggression (Anger-Out scale of the STAXI) correlated with the reduction on several scales of the ARBS, IIP-D, and SF-36. Follow-up a year later showed relatively stable events. CONCLUSIONS: Our findings suggest that bullying girls suffer from psychological and social problems which may be reduced by the use of BSFT. Expressive aggression in girls appears to correlate with several types of risk-taking behavior and interpersonal problems, as well as with health-related quality of life.     

PEER VICTIMIZATION: EXPLORING PSYCHOSOCIAL CORRELATES AND RECIPROCAL LONGITUDINAL RELATIONSHIP

The purpose of the current study was to investigate the peer victimization among a Korean adolescent sample (N = 3,449; female = 1,724). First, we examined the differences among peer victimization subgroups (bully, bully–victim, victim, and noninvolved) on psychosocial characteristics. We conducted a multinomial logistic regression to examine the relationship between peer victimization categories and individual, peer, and family factors. Findings showed that, compared with the nonaggressor/victim group, the aggressor‐only group reported lower levels of behavioral self‐control and higher levels of aggression and social skills; the victim‐only group reported lower levels of social skills and higher levels of stress over appearance; and the combined aggressor and victim group reported lower levels of behavioral self‐control, higher levels of aggression and social skills, and higher levels of stress over appearance. Second, we examined the reciprocal, longitudinal relationship between aggressor and victim experiences over 3 years using autoregressive cross‐lagged modeling. Results showed that adolescents who bullied others were highly likely to be bullied by others in the following year. Implications of these findings are discussed.     

The Relationship Between Reported Health and Involvement in Bully/ Victim Problems among Male and Female Secondary Schoolchildren

The relationship between involvement in bully/victim problems at school and the reported health of adolescents was investigated using questionnaires completed anonymously by 819 Australian schoolchildren attending coeducational high school. From self-reports of their relations with peers at school, respondents were categorized as victims, bullies, bully-victims and 'others'. The students also completed a measure of mental health, the General Health Questionnaire, and answered questions to assess their frequency of physical complaints and perceived consequences of adverse treatment by peers at school. In general, peer- victimized girls reported a higher incidence of emotional distress and more perceived adverse health effects. Compared with 'others' , victims of both sexes indicated significantly worse mental and physical health. Among boys only, bullies consistently reported poorer health. Explanations for health effects and reported gender differences are discussed in relation to the consequences of stress engendered by peer victimization at school as well as suggested differences in the nature and implications of bullying behaviours employed by boys and girls.     

中国中小学生校园欺凌相关因素的meta分析

目的:了解中国中小学生校园欺凌的相关因素。方法:检索中国知网、万方、维普、Web of Science、Elsevier、SpringerLink等数据库,收集并筛选我国(不包括香港、澳门特别行政区和台湾地区)中小学生校园欺凌的相关文献进行meta分析。结果:纳入19篇文献,样本共97 615人。与欺凌他人相关的14种因素、与受欺凌相关的16种因素纳入meta分析,共9个因素合并的OR值表明其是校园欺凌的相关因素,与欺凌他人或受欺凌关联最强的因素是吸烟行为(欺凌他人OR=6.26、受欺凌OR=3.91)。欺凌他人与少数民族、受欺凌与饮酒关系的研究存在发表偏倚。结论:男生、初中、学习成绩差、学习压力大、有不良行为习惯的中小学生更可能欺凌他人或受欺凌,家庭经济条件差可能是受欺凌的风险因素,父母受教育水平低是欺凌他人、母亲受教育水平低是受欺凌的保护因素。     

Psychosomatic Symptoms among Victims of School Bullying

Associations between being a victim of bullying and psychosomatic health have been examined among 856 Norwegian school adolescents aged 13 to 15 years. Multiple logistic and linear regression analyses were applied. Pupils being bullied sometimes or more often during the previous term had significantly higher odds of every psychosomatic symptom except sleeplessness, compared to pupils who reported that they were never exposed to bullying. The highest odds ratio was observed in analysis of feeling low. No significant interactions with gender or age were seen, but the association with irritability, headache and backache tended to be strongest for boys, whereas the association with nervousness and sleeplessness was strongest for girls. Increasing exposure to bullying was associated with a highly significant increase in number of symptoms. The strong and consistent associations with different symptoms and the dose-response relationship suggest a causal relationship.     

中国小学生欺侮行为和受欺侮者的发生率

本文报告了对北京一小学6年级267名12～13岁小学生中欺侮行为和受欺侮者发生率的研究结果。尽管中国社会反对攻击行为和控制攻击的力量很强,但在学龄儿童中欺侮人的行为以及受欺侮者仍容易见到。本文是在著者对中国儿童攻击行为原有研究基础上进行的。     

Adolescent male bullies, victims, and bully-victims: a comparison of psychosocial and behavioral characteristics

OBJECTIVE: To determine among male adolescents whether bully-victims would report the poorest psychosocial health, the worst attitudes toward school, more problem behavior (delinquency, weapons possession, and substance use), and more physical injury compared with bullies, victims, and neutral students. We also assessed ethnic differences in bullying category membership. METHODS: Employing multisample latent variable models, we contrasted 1,312 males in grades 7-12 classified as bullies (n = 299), victims (n = 180), bully-victims (n = 195), and neutral (n = 638) on school attitudes, psychosocial health, problem behaviors, and physical injury. RESULTS: Hypotheses were generally confirmed, especially contrasts between bully-victims and neutrals. However, bullies did not have better school attitudes than bully-victims, and victims only marginally reported better psychological health than bully-victims. The boys of mixed ethnicity were more likely to be victims. CONCLUSIONS: Greater awareness of the problems associated with boys who both bully and are victimized is necessary for improved intervention.     

复杂电磁环境下军队急救医疗设备防护技术探讨

目的：探讨复杂电磁环境下军队急救医疗设备的安全性能以及防护措施。方法：本文分析了目前军队急救医疗设备电磁防护现状,阐述了高功率电磁辐射对医疗设备的作用机制,并对设备的防护和加固技术进行了初步探讨。结果：目前军队急救医疗设备电磁防护较差,提高其抗电磁干扰性具有重大意义。结论：采用电磁防护和加固技术可大大提高急救医疗设备在复杂电磁环境下的生存能力。     

Bullying among school children in postwar bosnia and herzegovina: cross-sectional study

Aim

To compare the prevalence and characteristics of bullying between two towns in Bosnia and Herzegovina – Stolac, which was exposed to firearm conflict during the 1992-1995 war in Bosnia and Herzegovina, and Posušje, which was not.

Methods

In this cross-sectional study, we included 484 primary school pupils attending 4th-8th grade of elementary school, 217 (44.8%) of them from Stolac and 267 (55.2%) from Posušje. The pupils were interviewed using a standardized questionnaire on the experience of bullying.

Results

Every sixth student (16.4%) experienced at least one form of bullying almost every day, while 34 (7.0%) of pupils constantly bullied other children. Sixth-eighth graders were more often bullies than 4th-5th graders (P = 0.044). Girls were most often victims of bullying, while boys were most often bullies (P = 0.036). The expected difference in bullying between the two towns was not observed, except for older pupils in Posušje, who were more violent than their peers in Stolac (P = 0.044). Among the analyzed variables of sex, age, town, and school achievement, only male sex was significant predictor of bullying (P = 0.010), increasing the relative risk by 3.005 times.

Conclusion

Bullying among primary school pupils did not differ between areas that experienced war activities in 1992-1995. Our results could be useful in the introduction of specific prevention measures against bullying in postwar situation.Bullying is defined as repeated, negative acts committed by one or more children against another child. It may be physical or verbal (hitting or kicking, teasing or taunting), or may involve indirect actions such as manipulation in friendships or intentional exclusion of other children from activities (1). One of its main characteristics is an imbalance in real or perceived power between the bully and the victim (1).Several studies explored the nature, prevalence, and effects of bullying among school children (2-6). Bullying is a highly prevalent phenomenon with a harmful and long-lasting effect on vicitims and a negative impact on school climate (7-14). Children involved in such violence, either as victims or perpetrators, show poor psychosocial and emotional adjustment and have more health problems (5-9).The prevalence of bullying is not widely studied. The percentage of school violence victims in the early 1990s was similar across countries, amounting to 17% in Australia, 19% in England, 15% in Japan, and 14% in Norway (1). More recent cross-sectional investigations show greater variability in its prevalence, ranging from 9%-54% (2-4). In Bosnia and Herzegovina (BH) there have been no systematic studies on school bullying. The World Health Organization-sponsored Health Behavior in School-aged Children Study, which examined 36 European and North American countries, including BH, did not provide data on bullying (15).Large number of children grow up in conditions of war, terrorism, ethnic and political violence, with a huge impact on the development of their psychological and social profile (16). Freud and Burlingham (17) were the first authors to hypothesize that children exposed to war atrocities would develop an increased level of aggression. A study conducted in Croatia showed that primary school children from a town exposed to war perceived themselves as more aggressive in their early adolescence than their peers from a town that was not exposed to war (18).These facts were the starting points for our study in which we investigated the prevalence of bullying in two towns of comparable size of Western Herzegovina. Stolac is a town with multinational ethnic structure consisting of Bosniaks and Croats, which was exposed to direct shelling and firing during the 1992-1995 war in BH and massive population displacement. Posušje, on the other hand, is populated with mostly by Croats and was spared of direct military conflict, but experienced war indirectly through recruiting of men and economic, social, political, and other consequences.After the war, many multinational communities witnessed ethnic segregation, which is particularly visible in schools (“two schools under one roof”). In many such schools, Bosniak and Croatian children, as well as their teachers, have no mutual contact (19). Pupils often enter these schools through different entrances, take separate breaks, and the teachers have segregate common-rooms. Our hypothesis was that school bullying was more frequent in Stolac than in Posušje, due to greater level of aggression in children caused by recent war events.     

Assessing the Effects of the Acting White Accusation Among Black Girls: Social Anxiety and Bullying Victimization

One of the most harmful accusations one Black adolescent can hurl at another is the acting White accusation (AWA). The AWA is an attack against an individual's ethnic/racial identity and many have described it as a bullying experience. Those who experience the AWA frequently and are bothered by it might perceive the accusation as bullying for these reasons, and peer victimization has been associated with several negative outcomes including social anxiety. The present study examines the relationship between the acting White accusation, bullying victimization, and social anxiety. Thirty-one Black females between the ages of 10 and 18 years served as participants in the study. The findings indicated that all participants reported receiving the accusation at least once in their lifetime. The results also indicated that bother experienced when receiving the accusation was positively associated with social anxiety, while both bother and frequency of the accusation were positively associated with bullying victimization. These findings suggest that adolescents interpret the accusation as a negative evaluation. Additionally, the more an adolescent experiences the accusation and the more bothered he or she is by it, the more victimized they feel.     

Bullying of junior doctors prevails in Irish health system: a bitter reality

Workplace bullying in health systems is a well known fact. It leads to not only breakdown in teamwork but also has significant affect on the individual's personal life. True prevalence of bullying in junior doctors working in Ireland is unknown. Our aim of study was to find out the prevalence of bullying in junior doctors working hospitals in south and western counties of Ireland and to assess its effects on the productivity of work and family life and to identify the common source of bullying. We carried out a questionnaire survey. A total of 950 questionnaires were sent. Response rate was 51%. Our sample is 15% of the target population of all the hospital junior doctors. 30% of the responders claimed to be subjected to one or more bullying behaviors. Doctors from European Union (EU) reported significantly less rate of bullying compares to non EU doctors. Our results are in line with the results of studies conducted in United Kingdom. This study shows the magnitude and source of the problem. We conclude that bullying is a common problem in Irish health system. Increased awareness and zero tolerance are required to eradicate bullying.     

Relations Between Actual Group Norms,Perceived Peer Behavior,and Bystander Children's Intervention to Bullying

The goals of the study were (a) to predict children's intervention in bullying situations from class-level norms for intervention, as well as child-level perceptions of the number of peers who would intervene, and (b) to determine whether these predictions held when accounting for children's levels of empathy, prosocial behavior, and callous-unemotional traits. Participants were 751 racially and ethnically diverse fourth- and fifth-grade students (53.8% female) in 43 classes. Participants completed peer nominations about which classmates they perceived would intervene during bullying situations. Empathy and callous-unemotional traits were assessed via self report, whereas prosocial behavior was measured through peer report. Using multilevel modeling, each child's intervention in bullying was positively predicted from class-level norms for intervention (class means for the percentage of children who nominated each child as intervening) but negatively predicted from child-level perceptions of the number of peers who would intervene, after accounting for the 3 child traits. Class-level findings support past research on group norms which suggest that children are more likely to display a behavior if their peers display the same behavior. Child-level findings support the presence of the “bystander effect” in children's bullying episodes, in which children are less likely to intervene if they believe that more peers will do so. Thus, although children were more likely to intervene in classrooms with cultures that made intervention more normative, within the context of each class's culture, children were more likely to intervene if they perceived that fewer peers would do so.     

小学高年级儿童亲子依恋与欺负、受欺负行为的关系

目的:研究亲子依恋与欺负、受欺负行为的关系。方法:以小学高年级为研究对象,对520名学生进行了欺负问卷和依恋问卷的集体测量。结果:亲子依恋安全性(尤其是母-子依恋安全性)与欺负、受欺负行为有显著负相关,母子依恋对欺负、受欺负行为有显著预测性,双重安全依恋型儿童欺负、受欺负频率最低。结论:母子依恋与儿童欺负、受欺负行为有密切关系,但父子依恋的作用也不容忽视。     

儿童欺负行为的研究综述

文章讨论了欺负的概念、研究意义、影响因素等同题。欺负是指力量相对较强的一方对另一方施加的攻击行为。它有三种类型：直接身体欺负、直接言语欺负和间接欺负。儿童对欺负的态度随性别和年龄的不同而不同，女孩比男孩、低年级比高年级儿童更为同情和支持受欺负者，但同情多而实际帮助少。人格倾向、人际冲突解决策略都与欺负行为的发生有关。提出了欺负行为的心理干预，阐述了欺负行为的发展趋势，欺负研究的生态化和跨文化研究将成为欺负研究的趋向。     

THE MEDIATING EFFECT OF FUTURE EXPECTATIONS ON THE RELATIONSHIP BETWEEN NEIGHBORHOOD CONTEXT AND ADOLESCENT BULLYING PERPETRATION

Bullying is an important public health issue among adolescents. Few studies have examined how neighborhood context affects adolescent bullying. The purpose of this study was to examine the relationship between neighborhood collective efficacy and bullying perpetration and sought to determine whether future expectations mediated this relationship. A sample of 196 7th‐grade students (60% female; 27% White) from a Midwestern school completed measures assessing past 30‐day bullying perpetration, neighborhood collective efficacy, and future expectations. The effect of neighborhood collective efficacy on bullying was fully mediated by future expectations. Our findings suggest that neighborhood collective efficacy is associated with lower bullying perpetration by increasing adolescents’ expectations for the future. Strong social relationships increase adolescents’ perceptions of a positive future. Youth with more positive expectations of the future may be less likely to participate in bullying if they perceive the possible outcomes of bullying to be negative and an impediment to goals.