挪威中小学校园欺凌预防项目研究

挪威在20世纪70年代开始对校园欺凌现象进行研究.20世纪80年代,校园欺凌成为社会关注的重大问题,挪威教育部门在实证调研基础上出台了相关预防措施.为了强化校园欺凌预防效果,挪威通过修改《教育法》赋予学校预防欺凌的义务.挪威注重校园欺凌预防项目的开发活动,大学以及社会科研机构研发出众多项目供学校选择.在诸多项目中,突出的项目包括奥卢维斯校园欺凌预防项目、“零容忍”项目、儿童行动挪威中心预防项目以及学校仲裁所项目.这些预防项目力图通过社会、学校、教师、学生、家长的共同协作,实现预防校园欺凌、创造安全的学校环境的目的.     

美国校园反欺凌项目的层级、内容与实施

为了治理校园欺凌,美国从社区、学校、课堂、网络等维度,开展了一系列反欺凌项目.有社区层面的“构建尊重”项目,学校层面的“奥尔韦乌斯欺凌预防”项目与“和平积极应对暴力”项目,课堂层面的“第二步暴力预防”项目,教师的“欺凌终結者”项目,学生的“社会和情感学习”项目与“迈向敬重”项目,以及针对网络欺凌的项目与法案.这些项目提供了“不要嘲笑我”课程、师生课程与手册等内容.各类项目通过建立反欺凌委员会和基金,设立欺凌预防工作小组,营造反欺凌文化,开发反网络欺凌的应用程序与预警功能等途径预防与治理校园欺凌.     

微生态视角下校园欺凌中的旁观者效应

校园欺凌一直是各个国家的“心病”,引发了很多学者的关注。近年来我国校园欺凌事件频发,成为危害儿童青少年身心健康的社会性问题。以往研究多注重欺凌者——受害者的二分结构,对其中的旁观者效用鲜有关注。旁观者群体作为校园欺凌的第三方,他们在欺凌事件中的反应与行为直接影响着欺凌者和被欺凌者的行为。因此,从校园微生态视角看,旁观者干预应当成为预防和阻止校园欺凌的一个重要切入口,通过建构“同心圆”式的同伴支持计划、强化课堂亲社会生态规范、营造反欺凌学校文化氛围,将旁观者转化为积极的校园欺凌干预力量,以最终消除校园欺凌,使学校真正成为风清气正的学生成长乐园。     

校园欺凌预防与干预中教师的角色建构

教师是校园欺凌预防与干预的中坚力量,帮助教师建构适当角色是校园欺凌防治工作有效实施的关键。在梳理国内外的相关政策与干预项目先进经验的基础上,依据特纳的过程角色理论的主要观点,本文提出教师在校园欺凌防治工作中应承担关怀者、学习者、参与管理者、预防干预者、互动者等角色。同时,分析了我国在校园欺凌预防与干预中影响教师角色建构的障碍性因素,包括政策期待与现实期望冲突、“校园欺凌”概念存在混淆与泛化、治理目标与方案可操作性不强等社会因素,以及教师认知不足、动机不强等个体因素。在此基础上,从社会和教师个体两个层面提出了校园欺凌预防与干预中教师角色建构的针对性策略,包括厘清校园欺凌的概念,构建有效治理机制,细化各参与主体职责,帮助教师形成正确认知、提升动力、提高能力等。     

校园被欺凌者易被欺凌的影响因素及干预对策

校园欺凌一直是学校安全教育的重点内容。近年来,校园欺凌行为多发,不仅给学校的管理工作带来了极大的麻烦,而且给广大师生的人身安全造成了严重的威胁。在校园欺凌中,被欺凌者通常处于弱势地位。在受到欺凌后,被欺凌者若得不到及时有效的心理疏导,很容易产生不良的问题,甚至导致不可挽回的后果。本文着重从被欺凌者的角度分析了欺凌行为对被欺凌者造成的影响和危害,并从个体、家庭、校园、社会等方面分析了被欺凌者易遭欺凌的影响因素。从被欺凌者自身、家庭、学校、社会等角度提出预防和干预的对策,以期为广大教育工作者提供借鉴,预防和减少校园暴力行为的发生。     

校园欺凌现象分析及预防对策

如何有效预防和遏制校园欺凌,已成为全社会的当务之急。当前校园欺凌呈现隐秘化、低龄化、多样化、帮派化和残忍化的特征。导致校园欺凌的原因也错综复杂,包括社会负面影响、学校教育缺位、家庭防线失守、法律制度缺失、个体认知不足等。校园欺凌的整治与预防应在借鉴国外治理校园欺凌的基础上,从社会预防、情景预防、法制预防三道防线入手,构建有效的我国校园欺凌的预防对策。     

芬兰校园反欺凌计划及其对我国的启示

当前校园欺凌现象在各国频繁发生,不仅严重损害了青少年的身心健康,更扰乱了学校教学秩序,破坏了社会和谐。对此,芬兰提出了校园反欺凌计划,从干预和预防两方面形成合力应对校园欺凌。其内容为:将欺凌行为视为一种集体行动,关注除欺凌主体以外的旁观者的作用,并通过欺凌课程和移情训练培养学生的同情心,注重学生的心理健康教育和善良教育,借助校园欺凌团队和亲社会地位较高同学的力量来处理欺凌事件,并利用网络形式对家长进行专门指导。该计划有效地减少了欺凌行为的产生,对我国的校园反欺凌行动提具有一定的借鉴意义。     

挪威校园欺凌防范机制研究——以奥维斯欺凌防范项目为例

奥维斯欺凌防范项目是目前世界上最成熟、应用国家最多、影响最大、效果最显著的校园欺凌防范项目。该项目专为学校设计,有完善的欺凌调查问卷,有经过专业培训的认证培训师,包含四个核心维度的内容,分别针对学校、班级、个人、社区不同层面实施具体的欺凌行为干预。学习挪威经验,有助于我国尽快形成一套科学有效的欺凌行为干预机制,提高教师处理欺凌问题的能力,加强对心理问题的疏导。     

调查方式对研判初中生校园欺凌感知度的分析

当前,我国部分地区校园欺凌现象频繁发生,呈现出欺凌影响广泛化、欺凌感知度多元化等态势,给涉事学生及其所在家庭、学校乃至整个社会带来了严重危害。文章采用对比组后测准实验研究调查方式对中学生校园欺凌的感知度的影响,研究发现调查方式对被调查者校园欺凌感知度具有显著影响,且个别面谈对初中生校园欺凌感知度正面影响优于传统调查问卷。文章对预防校园欺凌、建设心理安全氛围良好的校园具有积极意义。     

从冷漠走向关切:校园欺凌旁观者伦理复苏的路径

校园欺凌旁观者研究是校园欺凌研究中不可忽视的方面。旁观者的道德冷漠,对校园欺凌的积极干预和有效治理具有负面影响。个体道德认知偏差、学校道德教育乏力、家庭道德环境渲染、社会文化环境制约,是构成校园欺凌旁观者道德冷漠的主要原因。促进校园欺凌旁观者向敢为者转化,实现伦理复苏,需要提升个体道德认知能力、重建基于关怀的道德、营造反欺凌家庭教育环境、匡正社会文化环境、发挥"四位一体"合力作用。深化对校园欺凌旁观者道德研究,对于有效发挥围观群体在校园欺凌事件中的积极干预作用,具有重要的理论和现实意义。     

美国中小学教师干预校园欺凌计划的分析与启示

教师是预防和干预校园欺凌工作的关键力量,研究其参与和干预校园欺凌治理具有重要意义。美国中小学教师干预校园欺凌计划研究结果发现"感知欺凌情境严重性"、"自我效能"、"同理心"是教师干预校园欺凌情境的三个显著因素,而大多数组织特征变量并未产生明显作用。该计划为防治和降低校园欺凌事件提供了可供借鉴的策略,即发挥教师旁观者正向作用,阻断欺凌情境的产生。     

Integrating Models of Collaborative Consultation and Systems Change to Implement Forgiveness-Focused Bullying Interventions

Through collaborative consultation with school staff, school psychologists have increasingly helped schools add bullying prevention and intervention programming to their service delivery systems. As schools search for ways to lessen the impact of bullying on the social-emotional health and academic achievement of students, forgiveness education is an area that may offer another perspective to bullying prevention and intervention. In order to infuse forgiveness education into schools' current tiered-service delivery systems, school psychologists and their district partners can use the frameworks of collaborative strategic planning (CSP) and the concerns-based adoption model (CBAM) in tandem to guide the development and implementation of forgiveness-focused bullying interventions at the core, supplementary, and intensive levels of a multitiered system of service delivery.     

A pilot evaluation of the social validity of a bullying bystander program adapted for high school students

Although school‐based programs are effective at decreasing bullying, the majority of studies have been conducted with elementary and middle school students. We conducted a pilot study using a randomized controlled design investigating the social validity of a brief, bullying bystander program adapted to be age‐appropriate for high school students (N = 65). Results indicated that high school students in the intervention group perceived the program to be acceptable and relevant and reported greater increases in knowledge ( = 0.27) and confidence to intervene ( = 0.27) in bullying situations compared to students in the control group. Despite being trained in the use of four intervention strategies, students reported using two of the strategies infrequently. Additionally, we found a significant difference between the intervention and control group for only one strategy (Φ = ?0.44). This study provides partial support for the social validity of the adapted program. Implications for implementing the program at the high school level are discussed.     

Improving the School Learning Environment to Reduce Bullying: An Experimental Study

A framework based on research on bullying and on educational effectiveness was offered to schools to assist them in developing strategies and actions to improve their learning environment, their policy for teaching, and their evaluation mechanisms in order to reduce bullying. At the beginning and end of the intervention, the Revised Olweus Bully/Victim Questionnaire and a teacher questionnaire measuring three school factors (school policy for teaching, school learning environment, and school evaluation) were administered to the experimental and control groups. This experimental study reveals that the intervention had both a direct impact on the reduction of bullying and an indirect impact through improving the school factors. Implications for research into supporting schools to reduce bullying are given.     

Using Systems Theory to Understand and Respond to Family Influences on Children's Bullying Behavior: Friendly Schools Friendly Families Program

This article addresses Systems Theory as it applies to school-age children's bullying behavior. It focuses on the interrelationships, mutual influences, and dynamics of relationships within the family, and how these may affect children's behavior toward their peers. The theory helps to explain the ways family patterns are reflected in children's negative interactions with peers, particularly bullying behavior. As such, Systems Theory was used to guide development of the content and strategies that formed the family component of Friendly Schools Friendly Families, a whole-school bullying prevention intervention. The intervention was designed to systematically target parenting factors identified as protective of bullying behavior and other problem behaviors, including parent–child communication, parent modelling, parenting style, parent bullying attitudes and beliefs, normative standards about bullying, family management techniques, connectedness, and cohesion. This whole-school program thus actively engaged and enhanced the self-efficacy of both parents and teachers, and was found to be effective in reducing bullying behavior.     

Impact of the Friendly Schools whole-school intervention on transition to secondary school and adolescent bullying behaviour

Peer bullying increases in times of school transition, influenced by changing peer and friendship groups, new schooling environments and greater stress. Covert forms of bullying, including cyberbullying, become more common in secondary school and cause considerable distress and long-term harm. The period of transition to secondary school is therefore a critical window for intervening to manage and prevent bullying. A three-year cluster randomised control trial was conducted to develop, implement and evaluate the Friendly Schools Project intervention which aimed to reduce bullying and aggression among more than 3,000 students who had recently transitioned to secondary school. Intervention schools were provided with individualised training and resources to support students’ transition and reduce bullying using a multi-level comprehensive intervention addressing classroom curriculum, school policies and procedures, the social and physical environment, pastoral care approaches and school-home-community links. Although the observed effect sizes were small, the intervention had a consistently significant positive effect across a range of outcomes, including bullying perpetration, victimisation, depression, anxiety, stress, feelings of loneliness and perceptions of school safety at the end of the students’ first year in secondary school. However, none of these differences were sustained into the students’ second year of secondary school. These findings demonstrate the immediate value of whole-school interventions to reduce bullying behaviour and associated harms among students who have recently transitioned to secondary school, as well as the need to provide strategies that continue to support students as they progress through school, to sustain these effects.     

Cyberbullying: A preliminary assessment for school personnel

Because of the advent and growth of technology, a new variation of bullying—cyberbullying—has transformed from the physical to the virtual. Cyberbullying is a form of psychological cruelty. Although cyberbullying usually occurs off school grounds, schools are experiencing its repercussions (Li, 2006). This article provides an overview of cyberbullying, defines the difference between bullying and cyberbullying, and provides a psychological explanation of cyberbullying behaviors and the psychological impact of cyberbullying. The review of literature suggests that there is a lapse in preventative intervention to create and maintain awareness and safety for young people. Implications and guidelines are provided for school personnel to address this problem and develop prevention strategies. © 2008 Wiley Periodicals, Inc.     

Expression of self-concept and adjustment against repeated aggressions: the case of a longitudinal study on school bullying

Bullying between students in the school setting is an increasing problem. Bullying can be defined as any form of repeated mental or physical violence carried out by one or several individuals on a person who is not capable of defending himself (Roland and Idsoe, Aggress Behav 27:446–462, 2001). The aim of this paper is to observe the expression of self-concept and adjustment strategies developed by children subject to this kind of violence. Five hundred twenty-four students between the ages of 8 and 12 (m = 9.44) participated in the longitudinal study. Two measurements were made during the same school year at an interval of 6 months. The results show that the student victims of bullying present weaker self-conceptions than the control group. Recourse to avoidance strategies would be dominant among student victims of bullying. Moreover, recourse to “avoidance” type strategies would lead to an increase in the frequency of bullying while recourse to “approach”-type strategies would lead to a reduction in it. Furthermore, it would seem that recourse to avoidance strategies at T1 lowers the student’s self-concepts at T2. The opposite effect is observed with the approach strategies. These different results emphasize the necessity to establish prevention programs which allow an intervention simultaneously on the level of the school, the family, and the student.     

Three‐year results of the Friendly Schools whole‐of‐school intervention on children's bullying behaviour

A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied.     

Differences between high and low academic achieving university students in learning and study strategies: a further investigation

The outcome evaluation of Pare-Chocs, a school-based cognitive-behavioural (CB) prevention program for adolescent depression, was conducted with 53 adolescents at risk of school dropout and exhibiting high depressive symptoms using a theory-driven evaluation model. Our results show a significant relationship between the intervention and proximal variables: Experimental-group students presented less cognitive distortions and better problem-solving strategies at post-treatment and follow-up. Greater participation intensity predicts less cognitive distortions and better problem-solving strategies at follow-up. Moreover, less cognitive distortions at post-treatment and follow-up are linked to less depressive symptoms. These promising results encourage future evaluative research on school dropout prevention programs linked with at-risk students’ characteristics. For practitioners, they suggest that the implementation of a CB prevention program for depressive symptoms in school settings could lead to decrease depression risk factors and improve protective factors among youth at risk of school dropout.