a Department of Educational Sciences and Psychology , University of Florence , Firenze , Italy.
b Division of Psychology , University of Turku , Turku , Finland.
Psychol Health Med. 2017 Mar;22(sup1):240-253. doi: 10.1080/13548506.2017.1279740. Epub 2017 Jan 24.
During the school years, bullying is one of the most common expressions of violence in the peer context. Research on bullying started more than forty years ago, when the phenomenon was defined as 'aggressive, intentional acts carried out by a group or an individual repeatedly and over time against a victim who cannot easily defend him- or herself'. Three criteria are relevant in order to define aggressive behaviour as bullying: (1) repetition, (2) intentionality and (3) an imbalance of power. Given these characteristics, bullying is often defined as systematic abuse of power by peers. It is recognised globally as a complex and serious problem. In the present paper, we discuss the prevalence, age and gender differences, and various types of bullying, as well as why it happens and how long it lasts, starting from the large surveys carried out in western countries and to a lower extent in low- and middle-income countries. The prevalence rates vary widely across studies; therefore, specific attention will be devoted to the definition, time reference period and frequency criterion. We will also focus on risk factors as well as short- and long-term outcomes of bullying and victimisation. Finally, a section will be dedicated to review what is known about effective prevention of bullying.
在学校期间，欺凌是同伴关系中最常见的暴力表现之一。欺凌的研究始于四十多年前，当时该现象被定义为“一群人或个人反复、长时间地对一个无法轻易自卫的受害者实施的攻击性、故意行为”。为了将攻击行为定义为欺凌，有三个标准是相关的：（1）重复性，（2）故意性，（3）权力失衡。鉴于这些特点，欺凌行为通常被定义为同伴对权力的系统滥用。它在全球范围内被认为是一个复杂而严重的问题。在本文中，我们将从西方国家进行的大规模调查以及在低中等收入国家进行的较少调查出发，讨论欺凌的普遍性、年龄和性别差异以及各种类型的欺凌行为，以及它为什么会发生以及持续多久。研究之间的流行率差异很大；因此，将特别关注定义、时间参考期和频率标准。我们还将关注欺凌和受害的风险因素以及短期和长期后果。最后，将有一个专门的部分来回顾关于欺凌的有效预防措施的已知内容。
