Baumgartner Adrian
Institut Sekundarstufe I, Bern.
Prax Kinderpsychol Kinderpsychiatr. 2010;59(7):513-28. doi: 10.13109/prkk.2010.59.7.513.
Being victimized by peers is one of the most negative social experiences of childhood and adolescence. Emotions play a central role in these kinds of interaction. Surprisingly however, socio-affective skills of victimized and bullying children have only rarely been the subject of investigation. In this study, the emotion understanding of Swiss kindergarten children between the ages of four and seven years was probed with the Test of Emotion Comprehension (TEC) and an emotion recognition task. Individual scores in victimization and bullying behavior were determined using teacher ratings. Ordinal regression analyses showed that problems in recognizing mimic emotions (specifically anger, sadness and fear), understanding external causes of emotions and understanding the possibility of hiding emotions were predictive of more victimization. Likewise, problems in understanding external causes of emotions were related to more bullying behavior. Implications of these results for the prevention of bullying are discussed.
受到同伴的欺负是童年和青少年时期最负面的社会经历之一。情绪在这类互动中起着核心作用。然而，令人惊讶的是，受欺负儿童和欺负他人儿童的社会情感技能很少成为研究的主题。在这项研究中，使用情绪理解测试（TEC）和一项情绪识别任务，对4至7岁的瑞士幼儿园儿童的情绪理解能力进行了探究。通过教师评分确定了受欺负和欺负行为的个体得分。有序回归分析表明，识别模仿情绪（特别是愤怒、悲伤和恐惧）、理解情绪的外部原因以及理解隐藏情绪的可能性方面存在的问题，预示着更多的受欺负情况。同样，理解情绪外部原因方面的问题与更多的欺负行为有关。讨论了这些结果对预防欺负行为的启示。
