Update on bullying at school: Science forgotten?

被引：300

作者：

Berger, Kathleen Stassen ^{[1
]}

机构：

[1] CUNY, Bronx Community Coll, Dept Social Sci, Bronx, NY 10453 USA

来源：

DEVELOPMENTAL REVIEW | 2007年 / 27卷 / 01期

关键词：

bullying; aggression; victims; bully-victims; school; friendship; PEER VICTIMIZATION; RELATIONAL VICTIMIZATION; AGGRESSIVE BEHAVIORS; VIOLENCE PREVENTION; PHYSICAL AGGRESSION; VICTIMS; CHILDREN; SELF; BULLIES; ATTITUDES;

D O I：

10.1016/j.dr.2006.08.002

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Research on bullying has increased dramatically worldwide, from only 62 citations in PsycINFO from 1900-1990, to 289 in the 1990s, to 562 from 2000-2004. Much has been learned, including that bullying takes many forms (physical, verbal, relational), is prevalent in every school, with long-lasting consequences. It is not known how genes, parents, peers, cultural values, and school practices interact to affect bullying and victimization nor why some schools fail to reduce the harm. This paper reviews past findings on school bullying, notes a slowing of publication, reminds readers of the need for the scientific process, and highlights the reasons for additional research, especially in data collection, evaluation, developmental understanding, and prevention. (c) 2006 Elsevier Inc. All rights reserved.

引用

页码：90 / 126

页数：37

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