美国中小学教师干预校园欺凌计划的分析与启示

An Empirical Analysis of the Plan for Secondary School Teachers’ Intervention in School Bullying in the United States

教师是预防和干预校园欺凌工作的关键力量,研究其参与和干预校园欺凌治理具有重要意义。美国中小学教师干预校园欺凌计划研究结果发现"感知欺凌情境严重性"、"自我效能"、"同理心"是教师干预校园欺凌情境的三个显著因素,而大多数组织特征变量并未产生明显作用。该计划为防治和降低校园欺凌事件提供了可供借鉴的策略,即发挥教师旁观者正向作用,阻断欺凌情境的产生。

Teachers are the key force in the prevention and intervention of school bullying. The results of the American primary and secondary school teachers’ intervention program show that"Perceived Bullying Situation Severity","Self-Efficacy"and"Empathy"are three significant factors for teachers to intervene in the bullying situation,while most of the organizational characteristic variables have no obvious effect. The plan provides a strategy for preventing and reducing bullying,which is playing the positive role of bystanders to prevent bullying.