Peer Victimization and Children's Development

同伴受害与儿童发展

基本信息

批准号：
7425446
负责人：
KAREN D RUDOLPH
金额：
$ 29.84万
依托单位：
UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
依托单位国家：
美国
项目类别：
财政年份：
2005
资助国家：
美国
起止时间：
2005-09-09 至 2010-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7425446
关键词：
Affect Assertiveness Back Behavior Behavioral Characteristics Child Child Development Child health care Chronic Cognitive Complex Condition Conflict (Psychology)Development Developmental Process Discipline Distress Emotional Emotions Employee Strikes Environment Evaluation Exclusion Expectancy Exposure to Feeling Fostering Friendships Functional disorder Future Goals Individual Investigation Knowledge Laboratories Lead Learning Light Link Longevity Longitudinal Studies Methodology Modeling Nature Neurons Neurosecretory Systems Outcome Parents Peer Group Perception Personal Attribute Personal Satisfaction Persuasive Communication Physiological Physiological Processes Procedures Process Public Health Range Reaction Recording of previous events Regulation Reporting Research Research Design Research Personnel Rest Risk Sampling School-Age Population Schools Shapes Social status Societies Stress Stress and Coping Survey Methodology Testing Thinking Time Translating Victimization Violence Work base biopsychosocial design emotion regulation experience infancy innovation insight interest maltreatment novel peer peer victimization programs prospective psychologic psychological distress response sex social social cognition social group teacher therapy design

项目摘要

Over the past 2 decades, victimization among school children has become a growing public health concern. Once believed to be a normative and even acceptable part of growing up, this myth has now been dispelled. Consequently, researchers have become interested in understanding why some children are more likely to be victimized, and how this victimization affects their well being. The goal of the proposed research is to identify the psychological, emotional, behavioral, and physiological antecedents and consequences of victimization. A transactional model is proposed to explain how victimization in the peer group influences a range of developmental processes, which then place children at further risk. Specifically, this model posits that exposure to peer victimization contributes to maladaptive social-cognitive processes, ineffective emotional and behavioral self-regulatory responses, global emotional and behavioral dysfunction, and heightened adrenocortical reactivity. These developmental consequences, in turn, are proposed to heighten children's sensitivity to future interpersonal stress, as well as to cause children to generate additional stress in their relationships, including further victimization. Personal attributes of children and characteristics of victimization experiences are expected to influence how children react to victimization. This model will be evaluated in the context of a prospective longitudinal study. 400-second graders will be followed across four years using child, parent, and teacher reports. A sub-sample of children will participate in two observational procedures. First, observations will be conducted of natural playground interactions each of the four years to examine children's experiences with familiar peers, including incidents of victimization, and how they respond to stressful situations. Second, observations will be conducted using a laboratory paradigm to examine victimized children's responses to a social challenge during an interaction with an unfamiliar peer. Evaluation of the proposed transactional model will advance efforts to understand how children and their environments jointly contribute to development, and will provide a broad conceptual framework for understanding long-term risk in victimized children over time and across social groups. Moreover, this research will provide a basis for the creation of child-level and school-level programs designed to interrupt the cycle of victimization, violence, and distress associated with maltreatment by peers.

在过去的20年中，小学生的受害已成为公共卫生越来越多的问题。曾经被认为是成长中的规范性甚至可以接受的部分，这个神话现在已经被消除了。因此，研究人员对了解为什么有些孩子更有可能受害以及这种受害如何影响他们的健康感兴趣。拟议的研究的目的是确定受害的心理，情感，行为和生理前因和后果。提出了一个交易模型来解释同伴群体中的受害如何影响一系列发展过程，然后将儿童置于进一步的风险。具体而言，该模型认为，暴露于同伴受害的人会导致适应不良的社会认知过程，无效的情绪和行为自我调节反应，全球情绪和行为功能障碍以及增强的肾上腺皮质反应性。反过来，这些发展后果又提出了增强儿童对未来人际压力的敏感性，并使孩子在关系中产生额外的压力，包括进一步的受害。期望儿童的个人属性和受害经历的特征会影响儿童对受害的反应。该模型将在前瞻性纵向研究的背景下进行评估。使用孩子，父母和教师报告，将在四年中遵循400秒的学生。儿童子样本将参加两个观察程序。首先，将观察到四年中的自然游乐场互动，以检查儿童与熟悉的同龄人的经历，包括受害事件，以及他们如何应对压力大的情况。其次，将使用实验室范式进行观察，以检查受害儿童在与陌生同伴互动期间对社会挑战的反应。对拟议的交易模型的评估将促进努力，以了解儿童及其环境如何共同为发展做出贡献，并将提供一个广泛的概念框架，以了解随着时间的流逝和整个社会群体的长期风险。此外，这项研究将为创建儿童级别和学校级别的计划提供基础，旨在打断与同伴虐待有关的受害，暴力和困扰的周期。