Sharkey Jill D, Ruderman Matthew A, Mayworm Ashley M, Green Jennifer Greif, Furlong Michael J, Rivera Nelly, Purisch Lindsey
Department of Counseling, Clinical, and School Psychology.
School of Education, Boston University.
Sch Psychol Q. 2015 Mar;30(1):91-104. doi: 10.1037/spq0000077. Epub 2014 Aug 11.
This study addressed a need for research on the association between adopting or denying the label of bully victim and students' psychosocial functioning. Participants were 1,063 students in Grades 5, 7, and 9 in a school district in the northeastern United States. Students were grouped based on their pattern of responses to (a) the California Bully Victimization Scale (Felix et al., 2011), which does not use the term "bully," but includes behavioral items assessing frequency of peer victimization and whether or not that victimization involved any perceived power disadvantage, and (b) the Olweus Bully/Victim Questionnaire (Solberg & Olweus, 2003; Solberg, Olweus, & Endresen, 2007), which queries self-identification as a bully victim. We compared groups using a series of planned comparisons with ANOVA on self-reported emotional distress and withdrawal, behavioral reactivity and conduct problems, and prosocial behavior and peer competence, as measured by the Strengths and Difficulties Questionnaire (Goodman, 1997). Results revealed complexities regarding the experience of bullying. The perception of a power difference and having been bullied both related to psychosocial functioning in an interactive way, suggesting that both are important to query. Moreover, students who labeled themselves as victims of bullying reported poorer psychosocial functioning than those who had the experience of being bullied but did not adopt that label.
本研究满足了对采用或拒绝霸凌受害者标签与学生心理社会功能之间关联进行研究的需求。参与者是美国东北部一个学区的1063名五、七、九年级学生。学生们根据他们对以下两项调查的回答模式进行分组：（a）《加利福尼亚霸凌受害量表》（费利克斯等人，2011年），该量表未使用“霸凌者”一词，但包括评估同伴受害频率以及该受害是否涉及任何感知到的权力劣势的行为项目；（b）《奥维斯霸凌/受害者问卷》（索尔伯格和奥维斯，2003年；索尔伯格、奥维斯和恩德雷森，2007年），该问卷询问自我认定为霸凌受害者的情况。我们使用一系列计划比较，并通过方差分析来比较各组在自我报告的情绪困扰和退缩、行为反应性和行为问题、亲社会行为和同伴能力方面的差异，这些方面由《长处与困难问卷》（古德曼，1997年）进行测量。结果揭示了霸凌经历的复杂性。对权力差异的感知和曾遭受霸凌这两者都以一种交互的方式与心理社会功能相关，这表明两者都很重要，都需要进行询问。此外，将自己标记为霸凌受害者的学生报告的心理社会功能比那些有过被霸凌经历但未采用该标签的学生更差。
