Responses to Peer Victimization and Bullying in Early Childhood

被引：0
作者：
Kamper-DeMarco K.E. [1 ,4 ]
McClure S.J.B. [2 ]
Ostrov J.M. [3 ]
机构：
[1] SUNY Buffalo State, Buffalo, NY
[2] Canisius College, Buffalo, NY
[3] University at Buffalo, Buffalo, NY
[4] Department of Psychology, Buffalo State College, 1300 Elmwood Ave, Buckham Hall A239A, Buffalo, 14222, NY
来源：
International Journal of Bullying Prevention | 2023年 / 5卷 / 3期
关键词：
Bullying; Early childhood; Observations; Peer victimization; Victimization responses;
D O I：
10.1007/s42380-022-00156-4
中图分类号：
学科分类号：
摘要：
Little research has used in vivo, naturalistic observations to understand developmental processes related to bullying in early childhood. To test associations between how young children respond to experiences of peer victimization and changes in relational and physical bullying behaviors, a short-term longitudinal study using behavioral observations and teacher reports was conducted among 164 (84 females) preschool children (M = 47.76 months, SD = 7.41). Findings indicated that observed aggressive responses to school-based peer victimization was significantly associated with increases in teacher-reported relational bullying across the academic year. In addition, observed teacher reactions to peer victimization were significantly associated with increases in relational bullying across the academic year. The ways in which these findings extend the literature are discussed. © 2022, The Author(s), under exclusive licence to Springer Nature Switzerland AG.
引用
收藏
页码：217 / 226
页数：9
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