国外特殊儿童校园欺凌干预研究综述

A Review of Foreign Research on School Bullying Intervention for Children with Disabilities

校园欺凌会对特殊儿童的身体发展、心理健康以及在普通学校中的有效融合产生多方面的消极影响。本文对2003-2021年国外关于特殊儿童校园欺凌干预的实证研究进行了归纳和梳理,研究发现:国外关于特殊儿童校园欺凌的干预研究在研究对象上以高年级的孤独症男生为主;在研究方法上主要采用双组对照和跨被试多基线实验设计;在干预方法和干预内容上主要以行为导向和认知导向两类干预方式减少特殊儿童受欺凌的频率,降低特殊儿童由遭受欺凌所引发的焦虑和恐惧情绪;在干预效果方面,各种干预方法,特别是同伴干预,能够有效减少特殊儿童所遭受的欺凌行为,并增加他们与普通同伴的积极关系。未来应该提高对特殊儿童校园欺凌的关注度,重视同伴支持,创造良好校园环境,促进特殊儿童社会融合。

School bullying has multiple negative effects on the physical development, mental health, and effective inclusion of children with disabilities in regular schools. This paper summarizes and interprets the foreign empirical research on school bullying intervention for children with disabilities from 2003 to 2021. It finds that the intervention objects are mainly boys with autism in senior grades. The research methods are double-group control design and cross-subject multi-baseline experimental design. Behavior oriented and cognitive oriented intervention methods are mainly used to reduce the frequency of being bullied, and to reduce the anxiety and fear caused by being bullied. In terms of intervention effect, various intervention methods, especially peer intervention, can effectively reduce the bullying behaviors suffered by children with disabilities and increase the positive relationship with their peers. Regarding the intervention of school bullying for children with disabilities in the future, it is necessary to formulate an anti-bullying intervention plan at school, attach importance to peer support, create a safe campus environment, and promote the social inclusion for children with disabilities.