Implementing the KiVa antibullying program: recognition of stable victims

被引：22

作者：

Haataja, Anne ^{[1
]}

Sainio, Miia ^{[1
]}

Turtonen, Mira ^{[1
]}

Salmivalli, Christina ^{[1
]}

机构：

[1] Univ Turku, Dept Psychol, Turku, Finland

来源：

EDUCATIONAL PSYCHOLOGY | 2016年 / 36卷 / 03期

基金：

芬兰科学院;

关键词：

antibullying programme; indicated intervention; recognition; victimization; PEER VICTIMIZATION; MIDDLE-SCHOOL; AGGRESSIVE VICTIMS; TEACHERS; CHILDREN; BULLIES; INTERVENTION; ASSOCIATION; PREVALENCE; STUDENTS;

D O I：

10.1080/01443410.2015.1066758

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teachers do not always recognise students who are victimised by their peers. In this study, we examined the recognition of stable victims in 76 schools beginning to implement the KiVa antibullying programme. We focused on 348 victims (9-15years) who reported victimisation at the pretest and still at wave 2, after five months of programme implementation. Only 24% of these stable victims received the attention of school personnel during the school year. Multilevel logistic regression analyses revealed that male victims were recognised more often than female victims, but only in elementary school level. Peer reputation as a victim, as well as telling an adult about one's plight increased the likelihood of recognition by school personnel, whereas bullying others (in addition to being victimised) decreased it. The study emphasises the importance of encouraging school personnel to put more effort in reaching the victimised students.

引用

页码：595 / 611

页数：17

共 67 条

[1] Implementation of anti-bullying lessons in primary classrooms: how important is head teacher support? [J].