O'Connell P, Pepler D, Craig W
LaMarsh Research Centre on Violence and Conflict Resolution, York University, Toronto, Ont., Canada.
J Adolesc. 1999 Aug;22(4):437-52. doi: 10.1006/jado.1999.0238.
The purpose of this research was to examine the peer processes that occur during bullying episodes on the school playground. These processes were examined from a social learning perspective, allowing us to consider the effects of various types of reinforcement among bullies, victims, and peers. Fifty-three segments of video tape were examined. Each segment contained a peer group (two or more peers) that viewed bullying on the school playground. Peers were coded for actively joining or passively reinforcing the bully, and for actively intervening on behalf of the victim. On average, four peers viewed the schoolyard bullying, with a range from two to 14 peers. Averaged across all episodes, peers spent 54% of their time reinforcing bullies by passively watching, 21% of their time actively modelling bullies, and 25% of their time intervening on behalf of victims. Older boys (grades 4-6) were more likely to actively join with the bully than were younger boys (grades 1-3) and older girls. Both younger and older girls were more likely to intervene on behalf of victims than were older boys. The results were interpreted as confirming peers' central roles in the processes that unfold during playground bullying episodes. We discuss the results in terms of the challenges posed to peer-led interventions. Peers' anti-bullying initiatives must be reinforced by simultaneous whole-school interventions.
本研究的目的是考察校园操场上欺凌事件发生期间的同伴互动过程。这些过程从社会学习的角度进行了考察，使我们能够考虑欺凌者、受害者和同伴之间各种强化类型的影响。共检查了53段录像带。每段录像带都包含一个同伴群体（两个或更多同伴），他们目睹了校园操场上的欺凌行为。同伴被编码为积极加入或被动强化欺凌者，以及代表受害者积极干预。平均而言，有四个同伴目睹了校园欺凌行为，范围从两个到14个同伴。在所有事件中平均来看，同伴们有54%的时间通过被动观看强化欺凌者，21%的时间积极模仿欺凌者，25%的时间代表受害者进行干预。年龄较大的男孩（4至6年级）比年龄较小的男孩（1至3年级）和年龄较大的女孩更有可能积极加入欺凌者一方。年龄较小和较大的女孩都比年龄较大的男孩更有可能代表受害者进行干预。研究结果被解释为证实了同伴在校园欺凌事件发生过程中的核心作用。我们从同伴主导的干预所面临的挑战方面讨论了研究结果。同伴的反欺凌倡议必须通过同时进行的全校干预来加强。
