Reducing Bullying: Application of Social Cognitive Theory

被引：39

作者：

Swearer, Susan M. ^{[1
]}

Wang, Cixin ^{[2
]}

Berry, Brandi ^{[1
]}

Myers, Zachary R. ^{[1
]}

机构：

[1] Univ Nebraska, Lincoln, NE 68588 USA

[2] Univ Calif Riverside, Grad Sch Educ, Riverside, CA 92521 USA

来源：

THEORY INTO PRACTICE | 2014年 / 53卷 / 04期

关键词：

COPING POWER PROGRAM; RELATIONSHIP THERAPY; SCHOOL; PREVALENCE; BEHAVIORS; CHILDREN; INTERVENTION; INVOLVEMENT; PREVENTION; PREDICTORS;

D O I：

10.1080/00405841.2014.947221

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Social cognitive theory (SCT) is an important heuristic for understanding the complexity of bullying behaviors and the social nature of involvement in bullying. Bullying has been heralded as a social relationship problem, and the interplay between the individual and his or her social environment supports this conceptualization. SCT has been used to help guide the development of an individualized intervention for bully perpetrators, which will be described in this article. Intervening directly with those who bully others helps understand individual variation in bullying, as well as teaches bully perpetrators alternative, prosocial ways of interacting with others. Students who bully others exhibit a complex array of psychological, cognitive, and social characteristics. In this article, we argue that to truly reduce bullying, interventions must address these psychological, cognitive, and social contributing factors. Only when interventions target these constructs will individuals be able to transform their bullying behaviors into prosocial interactions.

引用

页码：271 / 277

页数：7

共 51 条

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