“围观群体”在校园欺凌中的角色与行为机制研究
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摘要
本文运用古斯塔夫·勒庞的群体心理理论,以校园欺凌的"围观群体"为逻辑起点,重新定义了校园欺凌的"围观群体",同时研究和分析了围观群体中的"助手""强化者""局外人"及"捍卫者"这四类围观者角色。发现虽然围观者在校园欺凌中所扮演的角色不尽相同,但由群体心理所控制的群体行为在产生和传导方面基本相似。同时,这些行为也会对校园欺凌产生消极影响。对此,研究围绕校园欺凌的"围观群体"行为机制提出了五项干预措施,以应对围观群体对校园欺凌的负面影响。
With the "bystanders crowd" of school bullying as the logical starting point, this article redefined it based on the group psychological theory of Gustave Le Bon. At the same time,"assistant","strengthening","outsider"and"defenders", these four types of bystanders are under research and analysis. It is found that although the role of the bystanders in the school bullying is not the same, but group behaviors controlled by the group psychology are similar to each other in terms of generation and transmission, which will also be a negative impact on school bullying. In this study, five interventions were put forward to cope with the negative effects of the crowd on school bullying in the aspect of the behavior motivation of the "bystanders crowd"of school bullying.
With the "bystanders crowd" of school bullying as the logical starting point, this article redefined it based on the group psychological theory of Gustave Le Bon. At the same time,"assistant","strengthening","outsider"and"defenders", these four types of bystanders are under research and analysis. It is found that although the role of the bystanders in the school bullying is not the same, but group behaviors controlled by the group psychology are similar to each other in terms of generation and transmission, which will also be a negative impact on school bullying. In this study, five interventions were put forward to cope with the negative effects of the crowd on school bullying in the aspect of the behavior motivation of the "bystanders crowd"of school bullying.
引文
[1]Anthony A.Volk,Andrew V.Dane&Zopito,A.Marini What is Bullying?A Theoretical Redefinition[J].Developmental Review,2013(4):86-91.
[2]Sourander,A.,Jensen,P.,Ronning,J.A.et al.What is the Early Adulthood Outcome of Boys Who Bully or are Bullied in Childhood?The Finnish“from a Boy to a Man”Study[J].Pediatrics,2007(2):397-404.
[3][法]古斯塔夫·勒庞.心理学称霸世界1·政治篇[M].北京:光明日报出版社,2014:81.
[4][14][15][法]古斯塔夫·勒庞.心理学称霸世界3·大众篇[M].北京:光明日报出版社,2015:217,320,332.
[5][6]Salmivalli,C.Bullying and the Peer Group:A Review[J].Aggression and Violent Behavior,2010(2):112,120.
[7]付美云,马华维,乐国安.职场欺负的旁观者:角色、行为与影响机制[J].心理科学进展,2014(6):987-994.
[8]Silja Saarento,Aaron J.Boulton&Christina Salmivalli.Reducing Bullying and Victimization:Student-and Classroom-Level Mechanisms of Change[J].Journal of Abnormal Child Psychology,2015(1):58-69.
[9]Christina Satmivalli.Participant Roles in Bullying:How Can Peer Bystanders Be Utilized in Interventions?[J].Theory into Practice,2014(4):102-113.
[10]Dan Olweus.School Bullying:Development and Some Important Challenges[J].Annual Review of Clinical Psychology,2013(2):78-92.
[11]武亦文,缪绍疆.校园欺凌的群体过程及预防干预[J].中国学校卫生,2017(4):629-633.
[12]沙莲香.社会心理学[M].北京:中国人民大学出版社,2002:221-222.
[13][17]孙科炎,詹燕徽.群体心理学[M].北京:中国电力出版社,2011:77-130.
[16]Salmivalli,C.Participant Role Approach to School Bullying:Implications for Interventions[J].Journal of Adolescence,1999(4):453-459.
[2]Sourander,A.,Jensen,P.,Ronning,J.A.et al.What is the Early Adulthood Outcome of Boys Who Bully or are Bullied in Childhood?The Finnish“from a Boy to a Man”Study[J].Pediatrics,2007(2):397-404.
[3][法]古斯塔夫·勒庞.心理学称霸世界1·政治篇[M].北京:光明日报出版社,2014:81.
[4][14][15][法]古斯塔夫·勒庞.心理学称霸世界3·大众篇[M].北京:光明日报出版社,2015:217,320,332.
[5][6]Salmivalli,C.Bullying and the Peer Group:A Review[J].Aggression and Violent Behavior,2010(2):112,120.
[7]付美云,马华维,乐国安.职场欺负的旁观者:角色、行为与影响机制[J].心理科学进展,2014(6):987-994.
[8]Silja Saarento,Aaron J.Boulton&Christina Salmivalli.Reducing Bullying and Victimization:Student-and Classroom-Level Mechanisms of Change[J].Journal of Abnormal Child Psychology,2015(1):58-69.
[9]Christina Satmivalli.Participant Roles in Bullying:How Can Peer Bystanders Be Utilized in Interventions?[J].Theory into Practice,2014(4):102-113.
[10]Dan Olweus.School Bullying:Development and Some Important Challenges[J].Annual Review of Clinical Psychology,2013(2):78-92.
[11]武亦文,缪绍疆.校园欺凌的群体过程及预防干预[J].中国学校卫生,2017(4):629-633.
[12]沙莲香.社会心理学[M].北京:中国人民大学出版社,2002:221-222.
[13][17]孙科炎,詹燕徽.群体心理学[M].北京:中国电力出版社,2011:77-130.
[16]Salmivalli,C.Participant Role Approach to School Bullying:Implications for Interventions[J].Journal of Adolescence,1999(4):453-459.