Crozier W R, Dimmock P S
School of Education, Cardiff University, Wales, UK.
Br J Educ Psychol. 1999 Dec;69 ( Pt 4):505-16. doi: 10.1348/000709999157860.
Name-calling, unkind nicknames and other forms of verbal harassment represent some of the most prevalent forms of bullying in school but they have been little studied. Name-calling and nicknames in particular are ambiguous social events that can serve positive as well as negative goals, and their adverse consequences can be difficult to identify.
(i) To assess the incidence of nicknames and name calling as reported by a sample of primary school children; (ii) to examine the kinds of names reported by children, and to relate these to names reported in other social contexts; (iii) to explore the impact that name-calling and nicknames have on children.
Pupils (N = 60) from the top two classes in a British primary school completed a questionnaire; 20 of the children were subsequently interviewed.
Pupils completed a questionnaire that was constructed for this study. Pupils were asked to provide examples of nicknames and to report on the types and incidence of several forms of verbal harassment. The interview included questions which aimed to explore the children's reactions to harassment.
Being called disliked nicknames, called names, teased, and other forms of verbal harassment were reported by most of the sample, with more than 20% of children experiencing nasty comments and unkind nicknames on a daily basis. Girls reported more disliked nicknames than boys. The most common nicknames referred to the child's appearance, whereas nasty comments and untrue stories contained a preponderance of sexual references. In the interview, nearly all children reported that being called names and nicknames were negative experiences that caused distress.
Name-calling and the assignment of unkind nicknames are prevalent and hurtful++ features of school life. The kinds of names are similar to those reported in other studies of children, adolescents, and adults. It is proposed that these names are hurtful because they threaten the child's identity.
起外号、使用不友好的昵称以及其他形式的言语骚扰是学校里最普遍的欺凌形式，但相关研究较少。起外号和使用昵称尤其属于模棱两可的社交行为，既可能实现积极目标，也可能产生消极影响，其不良后果难以识别。
（i）评估小学生样本报告的起外号和辱骂行为的发生率；（ii）研究儿童报告的外号类型，并将这些与其他社会背景下报告的外号进行关联；（iii）探究起外号和辱骂行为对儿童的影响。
英国一所小学中成绩最好的两个班级的60名学生完成了一份问卷；随后对其中20名儿童进行了访谈。
学生们完成了为本研究设计的问卷。学生们被要求提供外号的例子，并报告几种言语骚扰形式的类型和发生率。访谈问题旨在探究儿童对骚扰行为的反应。
大多数样本报告称遭受过被起讨厌的外号、被辱骂、被取笑以及其他形式的言语骚扰，超过20%的儿童每天都会听到恶意评论和不友好的外号。女孩报告的讨厌外号比男孩更多。最常见的外号与孩子的外貌有关，而恶意评论和不实传言中大量涉及性方面的内容。在访谈中，几乎所有儿童都报告称被起外号和辱骂是负面经历，会造成困扰。
起外号和使用不友好的昵称是学校生活中普遍且有害的特征。这些外号类型与其他针对儿童、青少年和成年人的研究中报告的类似。有人提出，这些外号具有伤害性是因为它们威胁到了儿童的身份认同。
