校园欺凌的跨文化差异问题:特征与干预  

Issues of Cross-cultural Variations in School Bullying:Nature and Intervention

作　　者：Peter K.Smith Peter K.Smith(School of Psychology,Shandong Normal University,Jinan 250014;Department of Psychology,Goldsmiths,University of London,London SE146NW,UK)

机构地区：[1]山东师范大学心理学院,济南250014 [2]英国伦敦大学金史密斯学院心理学系,英国伦敦SE146NW

出　　处：《心理发展与教育》2023年第4期599-608,共10页Psychological Development and Education

摘　　要：校园欺凌是全世界关注的重要公共健康问题,会给所有的卷入者造成消极影响。早期校园欺凌研究主要集中在欧洲,此后逐步拓展到北美和日本。进入21世纪,校园欺凌研究遍布世界各国,尤其是中国校园欺凌研究的增速非常快。许多大型调查项目,如HBSC、GSHS、TIMSS、PISA和EUKO等先后报告了不同国家校园欺凌的发生率、严重程度与基本特征。不同的文化中,“欺凌”内涵与特征存在许多相似之处,同时也存在一些值得关注的差异。本文依据Bronfenbrenner的社会生态模型和EU Kids Online的五因素模型作为框架,总结了校园欺凌在不同国家的异同之处,梳理了跨国比较研究和比较不同国家欺凌发生率时所面临的挑战,如何解释跨国比较时出现的差异,以及对于欺凌干预的启示。The issue of school bullying is one of international concern,given the harmful effects for all involved.Much early research was in Europe and then North America,and also in Japan.In this century the research pro-gram has become truly international,with research in China growing very rapidly in recent years.Some large-scale surveys such as HBSC,GSHS,TIMSS,PISA and EUKO have assessed the extent and nature of school bullying across different countries.It is clear that while there are broad similarities in the concept of'bullying'across dif-ferent cultures,there are also some noticeable differences,at various levels.In this paper I summarise some of these similarities and differences,and consider the challenges in making comparisons and comparing rates of bull-ying in different countries,and how such differences might be explained.Helpful frameworks here are the socio-ec-ological model based on Bronfenbrenner,and the expansion of the country level analysis in the EU Kids Online five factors model of Cultural values,Education system,Technological infrastructure,Regulatory framework and Socio-economic stratification.Finally,some implications for the nature and success of intervention work will be considered.

关 键 词：欺凌 跨文化差异 特征 干预 

分 类 号：B844[哲学宗教—发展与教育心理学]