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Participant role approach to school bullying: implications for interventions.

机译:参与学校欺凌行为的角色方法:对干预措施的影响。

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摘要

This paper describes practical implications of the participant role approach to bullying in schools. This view looks at bullying as a group phenomenon which is largely enabled and maintained by members of a school class taking on different participant roles (such as assistants of the bully, reinforcers of the bully, or outsiders). Since peers are involved in bullying in different ways, and seem to be powerful moderators of behaviour in a school class, this "peer group power" should also be utilized in putting an end to bullying. In interventions targeting the whole peer group it is peers that, after initial adult encouragement and training, take action against bullying. This happens informally, in their spontaneous everyday intractions. Peers can also be utilized in formal helper roles, as peer counsellors. It is suggested that the focus of counselling could be shifted from supporting the victims towards also working with students in other participant roles. Copyright 1999 The Association for Professionals in Services for Adolescents.
机译:本文描述了参与者角色方法对学校欺凌行为的实际含义。这种观点将欺凌视为一种群体现象,这种现象在很大程度上由担任不同参与者角色的学校班级成员(例如,欺负者的助手,欺凌者的强化者或局外人)启用和维护。由于同龄人以不同的方式参与欺凌行为,并且似乎是学校课堂上行为的有力调节者,因此也应利用这种“同伴群体力量”制止欺凌行为。在针对整个同龄人群体的干预措施中,是同龄人在最初的成人鼓励和培训后采取行动,制止欺凌行为。这是非正式的,他们每天都在自发地进行。同伴也可以作为同伴辅导员以正式的助手角色使用。建议将咨询的重点从支持受害者转移到与其他参与者角色的学生一起工作。版权所有1999,青少年服务专业人员协会。

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