摘要
本文将学生打架斗殴、互怼相骂、玩笑打闹、取笑、捉弄、恶作剧、报复行为、伤害行为等疑似欺凌,与明确的校园欺凌进行比较,从中识别出四条以事件为单位的判断校园欺凌的基本标准:加害者有主观恶意并且实施了受害者无法招架的攻击,受害者并未激惹加害者并且因无力自保而备感精神痛苦。这四者也是校园欺凌认知干预的要点。
In this paper,the definite bullying is compared with suspected bullying such as fighting,brawling,quarreling,joking,roughhousing,teasing,playing tricks,playing pranks,retaliating,and other hurtful behaviors among schoolchildren.Four basic criteria for the event-based judgement of school bullying are identified.That is,in the bullying as an incident,with malicious intent,the perpetrator attacked the victim who could not fight back,and the victim did not provoke the perpetrator and suffered mental distress from being incapable of self-protecting.These are also four key points of cognitive intervention to school bullying.
作者
黄向阳
HUANG Xiangyang(Department of Education&The Institute of Schooling Reform and Development,East China Normal University,Shanghai,200062,China)
出处
《全球教育展望》
CSSCI
北大核心
2020年第9期13-24,共12页
Global Education
基金
国家社会科学基金教育学一般课题“儿童欺负判断发展研究”(项目编号:BEA160074)
教育部人文社会科学研究一般项目“校园欺凌调解研究”(项目编号:20YJA880010)的阶段性研究成果。
