心理发展与教育 ›› 2012, Vol. 28 ›› Issue (1): 77-82.

• 论文 • 上一篇    下一篇

青少年受欺负与抑郁的关系

李海垒, 张文新, 于凤杰   

  1. 山东师范大学心理学院, 山东济南250014
  • 出版日期:2012-01-15 发布日期:2012-01-15
  • 通讯作者: 张文新,E-mail:zhangwenxin@sdnu.edu.cn E-mail:zhangwenxin@sdnu.edu.cn

The Relationship Between Victimization and Depression of Adolescents

LI Hai-lei, ZHANG Wen-xin, YU Feng-jie   

  1. School of Psychology, Shandong Normal University, Jinan 250014, China
  • Online:2012-01-15 Published:2012-01-15

摘要: 为进一步探讨青少年受欺负与抑郁之间的关系,采用流调中心用抑郁量表(CES-D)和Olweus儿童欺负问卷(初中版)调查了城市初中生1485人(男生783人,女生702人)。结果表明:(1)受言语欺负的被试抑郁得分显著高于未受言语欺负的被试,受关系欺负的被试抑郁得分显著高于未受关系欺负的被试,受身体欺负的被试抑郁得分显著高于未受身体欺负的被试;(2)是否受关系欺负与是否受身体欺负之间存在显著的交互作用,具体来讲,对于未受关系欺负的被试组,受身体欺负和未受身体欺负的被试在抑郁得分上不存在显著差异,对于受关系欺负的被试组,受身体欺负的被试在抑郁得分上显著高于未受身体欺负的被试;(3)受欺负线性模型得到验证,即随着累积受欺负数量的增多,抑郁程度会呈现出线性函数的上升趋势。

关键词: 青少年, 受欺负, 受欺负线性模型, 抑郁

Abstract: 1485 adolescents from urban junior high schools(boys,783;girls,702)completed the Center for Epidemiologic Studies Depression Scale(CES-D)and Olweus Bully/Victim Questionnaire during school hours,in order to explore the relation of peer victimization to depression.The results indicated that:(1)Adolescents experiencing any form of verbal,relational or physical victimization from peers reported significantly higher level of depression than those without such experience;(2)A significant effect of interaction between adolescent status of being relationally victimized and status of being physically victimized on adolescent depression,such that those also experiencing physical victimization reported significantly higher level of depression than adolescents without such experience.However,among adolescents not experiencing relational victimization such a difference in depression did not exist between adolescents who reported being physically victimized and those did not;(3)With the increase of events of victimization,the level of adolescent depression increased by linear trends.

Key words: adolescents, victimization, linear model of victimization, depression

中图分类号: 

  • B844.2
[1] Aluede,O.,Adeleke,F.,Omoike,D.,&Afen-Akpaida,J.(2008).A review of the extent,nature,characteristics and effects of bullying behaviour in schools.Journal of Instructional Psychology,35(2),151-158.
[2] Appleyard,K.,Egeland,B.,van Dulmen,M.H.M.,&Sroufe,L.A.(2005).When more is not better:The role of cumulative risk in child behavior outcomes.Journal of Child Psychology and Psychiatry, 46(3),235-245.
[3] Austin,S.,&Joseph,S.(1996).Assessment of bully/victim problems in 8 to 11 year-olds.British Journal of Educational Psychology,66 (4),447-456.
[4] Baldry,A.C.(2004).The impact of direct and indirect bullying on the mental and physical health of Italian youngsters.Aggressive Behavior, 30(5),343-355.
[5] Ballard,M.,Tucky,A.,&Remley,T.P.Jr.(1999).Bullying and violence:A proposed prevention program,NASSP Bulletin,38-47.
[6] Barker,E.D.,Arseneault,L.,Fontaine,N.,&Maughan,B. (2008).The joint development of bullying and victimization in adolescence:Relationships to delinquency and self-harm.Journal of the American Academy of Child and Adolescent Psychiatry,47(9), 1030-1038.
[7] Biederman,J.,Milberger,S.,Faraone,S.V.,Kiely,K.,Guite,J.,Mick,E.,et al.(1995).Family-environment risk factors for attention deflcit hyperactivity disorder:A test of Rutter's indicators of adversity.Archives of General Psychiatry,52(6),464-470.
[8] Forehand,R.,Biggar,H.,&Kotchick,B.A.(1998).Cumulative risk across family stressors:Short-and long-term effects for adolescents.Journal of Abnormal Child Psychology,26(2),119-128.
[9] Friedman,R.J.,&Chase-Lansdale,P.L.(2002).Chronic adversities.In M.Rutter&E.Taylor(Eds.),Child and adolescent psychiatry(4th ed.,pp.261-276).Oxford,UK:Blackwell Science.
[10] Furstenberg,F.F.,Jr.,Cook,T.,Eccles,J.,Elder,G.H.,& Sameroff,A.J.(1999).Urban families and academic success.Chicago:University of Chicago Press.
[11] Greenberg,M.T.,Speltz,M.L.,DeKlyen,M.,&Jones,K. (2001).Correlates of clinic referral for early conduct problems:Variable-and person-oriented approaches.Development and Psychopathology,13(2),255-276.
[12] Hawker,D.S.J.,&Boulton,M.J.(2000).Twenty years'research on peer victimization and psychosocial maladjustment:A meta-analytic review of cross-sectional studies.Journal of Child Psychology and Psychiatry,41(4),441-455.
[13] Herba,C.M.,Ferdinand,R.F.,Stijnen,T.,Veenstra,R.,Oldehinkel,A.J.,Ormel,J.,et al.(2008).Victimization and suicide ideation in the TRAILS study:Speciflc vulnerabilities of victims.Journal of Child Psychology and Psychiatry,49(8),867-876.
[14] Jones,D.J.,Forehand,R.,Brody,G.,&Armistead,L.(2002).Psychosocial adjustment of African-American children in single-mother families:A test of three risk models.Journal of Marriage and Family, 64(1),105-115.
[15] Nansel,T.R.,Oveipeck,M.,Pilla,R.S.,Ruan,W.J.,Simons-Morton,B.,&Scheidt,P.(2001).Bullying behaviours among US youth:Prevalence and association with psychosocial adjustment.Journal of the American Medical Association,285(16),2094-2100.
[16] Olweus,D.(1978).Aggression in the schools:Bullying and whipping boys.Washington,DC:Hemisphere.
[17] Olweus,D.(1993).Bullying at school:What we know and what we can do.Oxford:Blackwell.
[18] Pellegrini,A.D.,Bartini,M.,&Brooks,F.(1999).School bullies, victims,and aggressive victims:Factors relating to group affiliation and victimization in early adolescence.Journal of Educational Psychology, 91(2),216-224.
[19] Radloff,L.S.(1977).The CES-D Scale:A self-report depression scale for research in the general population.Applied Psychological Measurement,1(3),385-401.
[20] Ross,D.M.(1996).Childhood bullying and teasing:What school personnel,other professionals,and parents can do.Alexandria,VA:American Counseling Association.
[21] Rutter,M.(1983).Statistical and personal interactions:Facets and perspectives.In D.Magnusson&V.Allen(Eds.),Human development:An interactional perspective(pp.295-319).New York:Academic Press.
[22] Sameroff,A.J.,Bartko,W.T.,Baldwin,A.,Baldwin,C.,& Seifer,R.(1998).Family and social influences on the development of child competence.In M.Lewis&C.Feiring(Eds.),Families, risk,and competence(pp.161-183).Mahwah,NJ:Erlbaum.
[23] Sameroff,A.,&Rosenblum,K.(2006).Psychosocial constraints on the development of resilience.In B.Lester,A.Masten,&B.McEwen(Eds.),Resilience in Children.Annals of the New York Academy of Science,1094,116-124.
[24] Siegel,R.S.,La Greca,A.M.,&Harrison,H.M.(2009).Peer victimization and social anxiety in adolescents:Prospective and reciprocal relationships.Journal of Youth and Adolescence,38(8), 1096-1109.
[25] Trentacosta,C.J.,Hyde,L.W.,Shaw,D.S.,Dishion,T.J.,Gardner,F.,&Wilson,M.(2008).The relations among cumulative risk,parenting,and behavior problems during early childhood.Journal of Child Psychology and Psychiatry,49(11),1211-1219.
[26] 勒纳,R.M.(2011).人类发展的概念与理论(张文新主译).北京:北京大学出版社,227-252.
[27] 汪向东,王希林,马弘.(主编).(1999).心理卫生评定量表手册.北京:中国心理卫生杂志社,200-241.
[28] 张文新.(主编).(2002).青少年发展心理学.济南:山东人民出版社,164-203.
[29] 张文新,武建芬,Jones,K.(1999).Olweus儿童欺负问卷中文版的修订.心理发展与教育,15(2),7-11.
[1] 王玉龙, 赵婧斐, 蔺秀云. 家庭风险因素对青少年自伤的累积效应及其性别差异[J]. 心理发展与教育, 2024, 40(2): 240-247.
[2] 王艳辉, 沈梓锋, 赖雪芬. 父母心理控制与青少年外化问题行为的关系:意志控制和越轨同伴交往的链式中介作用[J]. 心理发展与教育, 2024, 40(2): 248-256.
[3] 肖嘉林, 梁凯欣, 黄柳玥, 王恩娜, 黄巧敏, 何韵涵, 卢宝琳, 迟新丽. 积极发展资源在减少青少年抑郁水平中的累积效应、关系模式及特定资源的作用[J]. 心理发展与教育, 2024, 40(2): 257-269.
[4] 魏华, 丁慧敏, 陈武, 郝兴风, 熊婕. 父母低头行为与青少年网络欺负的关系:压力的中介作用与年龄的调节作用[J]. 心理发展与教育, 2024, 40(1): 114-121.
[5] 邹盛奇, 伍新春. 父母冲突与青少年同伴依恋的关系:亲子依恋的中介作用及性别差异[J]. 心理发展与教育, 2023, 39(6): 798-807.
[6] 苑媛, 梁周健, 张丽. 结构性校园氛围与中学生抑郁:社会支持的中介作用和性别的调节作用[J]. 心理发展与教育, 2023, 39(6): 869-876.
[7] 彭海云, 盛靓, 邱凡硕, 周姿言, 辛素飞. 青少年心理减负从“无聊”开始——无聊倾向对青少年主观幸福感的影响机制[J]. 心理发展与教育, 2023, 39(6): 895-902.
[8] 何灿, 魏华, 丁倩, 桂勇. 父母工作性通信工具使用对粗暴养育的影响:焦虑抑郁的中介作用与主管支持感的调节作用[J]. 心理发展与教育, 2023, 39(6): 903-912.
[9] 刘庆, 冯兰. 父母婚姻质量和青少年同胞关系:教养方式的中介作用及其性别差异[J]. 心理发展与教育, 2023, 39(5): 654-662.
[10] 刘思含, 伍新春, 王歆逸. 父母教养方式的潜在类别及其与青少年学习投入和焦虑症状的关系[J]. 心理发展与教育, 2023, 39(5): 673-682.
[11] 沙晶莹, 张向葵, 刘千冬. 人以群分?学业动机比较对青少年同伴选择的影响[J]. 心理发展与教育, 2023, 39(5): 683-690.
[12] 张雯, 王振宏. 负性生活事件与青少年内化问题的关系:社会支持的中介作用和亲子亲和的调节作用[J]. 心理发展与教育, 2023, 39(5): 718-725.
[13] 洪新伟, 苗灵童, 范航, 宋明华, 朱婷婷, 刘燊, 张林. 父母婚姻冲突与青少年攻击行为的关系:情绪安全感和学校联结的作用[J]. 心理发展与教育, 2023, 39(5): 726-734.
[14] 王玉龙, 苏慧娟, 蔺秀云. 青少年自伤的分类:基于潜在剖面分析[J]. 心理发展与教育, 2023, 39(5): 735-742.
[15] 胡义豪, 徐璐妍, 卞小华, 周颖, 刘俊升. 同伴侵害与青少年抑郁的关系:班级攻击规范凸显性的调节作用[J]. 心理发展与教育, 2023, 39(4): 542-549.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!