Smith Peter K, Talamelli Lorenzo, Cowie Helen, Naylor Paul, Chauhan Preeti
Goldsmiths College, University of London, London, UK.
Br J Educ Psychol. 2004 Dec;74(Pt 4):565-81. doi: 10.1348/0007099042376427.
Victims of school bullying are known to be at risk in peer relationships and to sometimes use ineffective coping strategies, but little previous research has examined differences among escaped victims, continuing victims and new victims.
A follow-up design compared friendships, behavioural characteristics, victimization experiences and coping strategies of pupils who had 2 years previously answered a questionnaire identifying themselves as victims (V) or non-victims (NV) of school bullying and whose current victim status could be identified.
406 pupils aged 13-16 years (190 boys, 216 girls): 175 non-victims (NV-NV), 146 escaped victims (V-NV), 27 new victims (NV-V) and 58 continuing victims (V-V).
Structured interviews were given to pupils, together with the SDQ. Teachers also filled in the SDQ. School records of attendance were obtained.
Escaped victims did not differ greatly from non-victims, but had some self-perception of continuing peer relationship difficulties. Continuing victims, irrespective of gender, liked other pupils and breaktime less (but did not dislike other aspects of school), had fewer friends in school (but not outside school), more often missed school (sometimes because of bullying), scored high on problem scales of the SDQ, and were more likely to be involved in bullying others as well as being bullied. New victims tended to resemble continuing victims. Continuing victims did not differ from escaped victims on type of bullying, but new and continuing victims less often reported talking to someone about a specific incident of bullying. Most victims gave mainly victim-related reasons for the bullying having taken place.
The results are discussed in relation to why some pupils become or continue to be victims in secondary school, and recommendations for anti-bullying procedures in schools designed to help such victims.
众所周知，学校欺凌的受害者在同伴关系中面临风险，有时会采用无效的应对策略，但之前很少有研究考察逃脱欺凌的受害者、持续遭受欺凌的受害者和新受害者之间的差异。
采用随访设计，比较2年前回答过问卷表明自己是学校欺凌受害者（V）或非受害者（NV）且当前受害者身份可确定的学生的友谊、行为特征、受欺凌经历和应对策略。
406名13 - 16岁的学生（190名男生，216名女生）：175名非受害者（NV - NV），146名逃脱欺凌的受害者（V - NV），27名新受害者（NV - V）和58名持续遭受欺凌的受害者（V - V）。
对学生进行结构化访谈，并让他们填写优势与困难问卷（SDQ）。教师也填写SDQ。获取学校出勤记录。
逃脱欺凌的受害者与非受害者差异不大，但对同伴关系持续存在困难有一些自我认知。持续遭受欺凌的受害者，无论性别，对其他学生和课间休息的喜欢程度较低（但不讨厌学校的其他方面），在学校的朋友较少（但校外朋友不少），更常缺课（有时是因为欺凌），在SDQ的问题量表上得分较高，并且更有可能既参与欺凌他人又遭受欺凌。新受害者往往与持续遭受欺凌的受害者相似。持续遭受欺凌的受害者在欺凌类型上与逃脱欺凌的受害者没有差异，但新受害者和持续遭受欺凌的受害者较少报告就特定的欺凌事件与他人交谈。大多数受害者给出的欺凌发生原因主要与受害者自身相关。
讨论了这些结果与一些学生在中学成为或继续成为受害者的原因相关的内容，以及针对学校反欺凌程序的建议，旨在帮助此类受害者。
