中学学生对同行欺凌的看法:一个定性研究
Esra Ünal Çelik1, Arzu Koçak Uyaroğlu2, Alime Selçuk Tosun3
1KTO Karatay University, Faculty of Health Sciences, Department of Nursing, Konya, Turkey; Selcuk University, Institute of Health Sciences, Department of Nursing, Konya, Turkey.
Journal of pediatric nursing
|January 8, 2026
概括
中学学生认为同行欺凌有各种形式,包括口头,身体,心理和网络欺凌. 积极的结果,如同情和学术上的收益被注意到,与社会互动的负面影响,意识和支持对应对至关重要.
科学领域:
- 儿童心理学 儿童心理学
- 青少年健康 青少年健康
- 学校中的社会动力学
背景情况:
- 同龄人欺凌对儿童的发展产生重大影响,需要对学生经历进行定性洞察.
- 现有的研究往往缺乏深度,依赖于定量数据而不是对欺凌的实践经验.
研究的目的:
- 用定性方法探索中学学生对同行欺凌的看法.
- 从学生的角度了解欺凌的多面性质.
主要方法:
- 具有现象学元素的定性描述性设计.
- 27名中学生通过半结构面试进行了单独采访.
- 对面试数据进行主题分析.
主要成果:
- 确定了四个主要主题:欺凌的类型 (口头,身体,心理,网络欺凌),感知到的积极意义 (学术成绩,社会声誉,同情心),感知到的负面意义 (社会损害,侵略,报复) 和应对策略 (意识,同行支持,教师合作,家庭共享).
- 欺凌表现为各种形式,导致诸如社会困难和侵略等负面后果.
- 一些学生报告了意想不到的积极结果,如增强的同情心和学业表现.
结论:
- 同行欺凌包括口头,心理,身体和网络欺凌,导致负面影响,对一些人来说,积极的结果,比如增加同情心.
- 宣传活动,同行支持,教师合作和家庭参与对于有效的应对机制至关重要.
- 学校护士和心理健康专业人员在欺凌预防和干预方面发挥着关键作用,倡导基于学校的支持计划,以提高学生的应对能力和培养更安全的环境.
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