Espelage Dorothy L, De La Rue Lisa
Department of Educational Psychology, University of Illinois, Urbana-Champaign, IL, USA.
Int J Adolesc Med Health. 2011 Nov 4;24(1):3-10. doi: 10.1515/ijamh.2012.002.
Recent youth suicides only highlight a persistent problem in schools - bullying and sustained peer victimization. Being a target or victim of bullying has long been recognized has having short- and long-term psychological effects on children and adolescents across the world today. School bullying is one of the most significant public health concerns facing children and adolescents.
Involvement in the social phenomena of school bullying is often explained as emerging from a wide range of risk and protective factors within the social-ecology of youth. The social-ecological model posits that bullying behaviors are shaped by various interrelated contexts including individual characteristics, family, peers and the school environment.
Research is reviewed to highlight the correlates of bullying involvement across these context using social-ecological and social-learning frameworks. Meta-analytic studies are reviewed on the short- and long-term impact of bullying involvement and efficacy of bullying prevention programs. Specific recommendations for prevention planning and future research efforts are provided.
Bullying is a multi-faceted issue, which is best understood in the larger social context in which it occurs. Individual characteristics of students contribute to bullying involvement when students have families that promote violence, teachers that ignore or dismiss bullying, schools that have negative climates and students who socialize with friends who bully. These social contexts need to be targeted in bully prevention programs to reduce bullying and peer victimization in schools.
近期青少年自杀事件只是凸显了学校里一个长期存在的问题——欺凌和持续性的同伴侵害。长期以来，成为欺凌的目标或受害者被认为会对当今世界各地的儿童和青少年产生短期和长期的心理影响。校园欺凌是儿童和青少年面临的最重大的公共卫生问题之一。
参与校园欺凌这一社会现象通常被解释为源于青少年社会生态中的一系列风险和保护因素。社会生态模型假定，欺凌行为是由包括个体特征、家庭、同伴和学校环境在内的各种相互关联的背景所塑造的。
回顾相关研究，以利用社会生态和社会学习框架突出这些背景下欺凌参与的相关因素。对欺凌参与的短期和长期影响以及欺凌预防项目的效果进行元分析研究综述。为预防规划和未来研究工作提供具体建议。
欺凌是一个多方面的问题，最好在其发生的更广泛社会背景中去理解。当学生的家庭助长暴力、教师忽视或轻视欺凌行为、学校氛围消极以及学生与实施欺凌的朋友交往时，学生的个体特征会导致其参与欺凌。在预防欺凌项目中需要针对这些社会背景，以减少学校中的欺凌和同伴侵害现象。
