Malhi Prahbhjot, Bharti Bhavneet, Sidhu Manjit
Department of Pediatrics, Post Graduated Institute of Medical Education and Research, Chandigarh, 160012, India,
Indian J Pediatr. 2014 Nov;81(11):1171-6. doi: 10.1007/s12098-014-1378-7. Epub 2014 Mar 23.
To examine the prevalence of school bullying and to investigate the behavioral, emotional, socio-economic and demographic correlates of bullying behaviors among Indian school going adolescents.
Self-reports on bullying involvement were collected from 9th to 10th class students (N = 209; Mean = 14.82 y, SD = 0.96) from Government and Private schools of a north Indian city. Four groups of adolescents were identified: bullies, victims, bully-victims, and non-involved students. The self concept of the child was measured by the Indian adaptation of the Piers Harris Children's Self Concept Scale (CSCS) and emotional and behavioral difficulties by the Youth self report measure of the Strengths and Difficulties Questionnaire.
The overall prevalence of any kind of bullying behavior was 53 %. One-fifth (19.2 %) of the children were victims of bullying. Boys were more likely to be bully-victims (27.9 %) and girls were more likely to be victims (21.6 %). Bullying status was significantly related to the total self concept scores of the students (F = 5.12, P = 0.002). Victimized adolescents reported the lowest self concept scores. Bully-victims had a higher risk for conduct problems and hyperactivity and were the most likely to have academic difficulties. Bullies had relatively better school grades and high self esteem but had higher risk for hyperactivity and conduct problems as compared to controls.
Bullying and victimization was widespread among the Indian school going youth. Given the concurrent psychosocial adjustment problems associated with bullying, there is an urgent need for developing intervention programs and sensitizing school personnel.
调查校园欺凌的发生率，并探究印度在校青少年欺凌行为的行为、情绪、社会经济及人口统计学相关因素。
从印度北部城市的公立和私立学校中，收集了9年级至10年级学生（N = 209；平均年龄 = 14.82岁，标准差 = 0.96）关于欺凌行为参与情况的自我报告。确定了四组青少年：欺凌者、受欺凌者、欺凌 - 受欺凌者和未参与的学生。儿童的自我概念通过皮尔斯·哈里斯儿童自我概念量表（CSCS）的印度改编版进行测量，情绪和行为问题通过优势与困难问卷的青少年自我报告量表进行测量。
任何形式的欺凌行为的总体发生率为53%。五分之一（19.2%）的儿童是欺凌行为的受害者。男孩更有可能成为欺凌 - 受欺凌者（27.9%），而女孩更有可能成为受害者（21.6%）。欺凌状态与学生的总体自我概念得分显著相关（F = 5.12，P = 0.002）。受欺凌的青少年自我概念得分最低。欺凌 - 受欺凌者出现品行问题和多动的风险更高，并且最有可能存在学业困难。欺凌者的学业成绩相对较好且自尊心较高，但与对照组相比，出现多动和品行问题的风险更高。
欺凌和受欺凌现象在印度在校青少年中普遍存在。鉴于与欺凌相关的并发心理社会适应问题，迫切需要制定干预计划并提高学校工作人员的认识。
