干预失败:针对性干预后继续欺凌的因素
Eerika Johander1, Tiina Turunen1, Claire F Garandeau1
1INVEST Flagship Research Center/Department of Psychology and Speech-Language Pathology, University of Turku, 20014 Turku, Finland.
概括
教师干预阻止欺凌经常失败,大多数失败与学生个体因素有关,而不是学校差异. 学生的特点显著影响干预成功防止欺凌.
科学领域:
- 教育心理学教育心理学
- 犯罪学 犯罪学
- 公共卫生 公共卫生
背景情况:
- 在全球范围内,欺凌仍然是学校的一个重要问题.
- 有效的干预策略对于学生的福祉至关重要.
- 了解干预失败是改善反欺凌计划的关键.
研究的目的:
- 评估由教师领导的反欺凌干预措施的有效性.
- 为了确定干预失败停止欺凌的比例.
- 调查与干预失败相关的学生级因素.
主要方法:
- 从2011年至2016年使用在线问卷进行了纵向研究.
- 从2107所芬兰小学和中学收集的数据.
- 分析了57,835份受害者报告和44,918份犯罪者报告.
主要成果:
- 27%的受欺凌学生报告没有改善; 21%的凌者继续欺凌.
- 干预失败主要归因于学生个体差异 (3-12%的学校差异).
- 受害者等级,受害频率/持续时间,在线受害,先前的欺凌和社会支持影响了失败.
结论:
- 教师对欺凌的干预有着显著的失败率.
- 学生的个体特征是干预失败的更强的预测因素,而不是学校层面的因素.
- 针对特定的学生风险因素可能会提高反欺凌干预的有效性.
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