政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/141941

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政大機構典藏 > 教育學院 > 期刊論文 > Item 140.119/141941

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/141941

Title:	Double troubles: The developmental process of school bully-victims.
Authors:	宋宥賢 Sung, Yu-Hsien Chen, Li-Ming;Yen, Cheng-Fang;Valcke, Martin
Contributors:	教育學院
Keywords:	Bully-victim;Developmental process;Coping strategy;School bullying
Date:	2018-08
Issue Date:	2022-09-19 15:20:33 (UTC+8)
Abstract:	Bully-victims suffer from the negative results of both bullying and victimization experiences. The purpose of this study was to explore the developmental process of bully-victims from the perspectives of both bully-victims and school teachers. For this study, 10 secondary school bully-victims and 21 teachers were invited to participate in individual interviews. Qualitative data were analyzed via the grounded theory. The results indicated that three phases can be identified: the single role, in which most bully-victims are initially victims and few are initially bullies; the dual role, in which bully-victims either continually attack more vulnerable targets or retaliate against their original bullies because of their continued victimization and incitement from family members and/or peers; and reversal and termination of the dual role, in which bully-victims terminate their bullying and/or victimization situation after certain factors emerge, such as empathic arousal, positive interventions from peers and/or adults, and factors relevant to the original bullies. The results of this study suggested that teachers and parents should closely monitor the developmental process of bully-victims to provide them with suitable interventions.
Relation:	Children and Youth Services Review, Vol.91, pp.279-288
Data Type:	article
DOI 連結:	https://doi.org/10.1016/j.childyouth.2018.06.025
DOI:	10.1016/j.childyouth.2018.06.025
Appears in Collections:	[教育學院] 期刊論文

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