留言板

尊敬的读者、作者、审稿人, 关于本刊的投稿、审稿、编辑和出版的任何问题, 您可以本页添加留言。我们将尽快给您答复。谢谢您的支持!

姓名
邮箱
手机号码
标题
留言内容
验证码

进化心理学视角的校园排斥行为探究与干预

张新昊 张野 杨硕

张新昊, 张野, 杨硕. 进化心理学视角的校园排斥行为探究与干预[J]. 中国学校卫生, 2021, 42(5): 796-800. doi: 10.16835/j.cnki.1000-9817.2021.05.037
引用本文: 张新昊, 张野, 杨硕. 进化心理学视角的校园排斥行为探究与干预[J]. 中国学校卫生, 2021, 42(5): 796-800. doi: 10.16835/j.cnki.1000-9817.2021.05.037
ZHANG Xinhao, ZHANG Ye, YANG Shuo. Exploration and intervention of campus exclusive behavior from the perspective of evolutionary psychology[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2021, 42(5): 796-800. doi: 10.16835/j.cnki.1000-9817.2021.05.037
Citation: ZHANG Xinhao, ZHANG Ye, YANG Shuo. Exploration and intervention of campus exclusive behavior from the perspective of evolutionary psychology[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2021, 42(5): 796-800. doi: 10.16835/j.cnki.1000-9817.2021.05.037

进化心理学视角的校园排斥行为探究与干预

doi: 10.16835/j.cnki.1000-9817.2021.05.037
基金项目: 

国家社会科学基金一般课题项目 BHA180128

辽宁省社会科学规划基金项目一般项目 L19BSH008

详细信息
    作者简介:

    张新昊(1995-),男,山东汶上人,在读硕士,主要研究方向为儿童认知和社会性发展

    通讯作者:

    杨硕,E-mail:yaxin_83@126.com

  • 中图分类号: G 444 B 844.2 G 478

Exploration and intervention of campus exclusive behavior from the perspective of evolutionary psychology

  • 摘要: 校园排斥行为作为社会排斥研究的校园层面尤为人们关注, 其威胁中小学生正常的关系和归属获取, 致使学生的需要受挫,产生负面情绪和行为, 不能很好地处理同学以及社会关系, 阻碍了心理健康的发展。进化中认为行为都有其一定的适应价值, 从进化心理学的角度在语言、需要与动机、社会地位方面对排斥的影响因素作了初步解读, 资源获取、狩猎-采集假说、同性竞争等都提供了一定的演化基础。因此, 在对于排斥行为的干预和预防时, 营造接纳多样性的校园氛围对全体学生的引导有着积极作用, 加强情感和认知干预也缓解了排斥行为产生的不良影响。
  • [1] JUVONEN J, GROSS E F. The rejected and the bullied: lessons about social misfits from developmental psychology[M]//K. D. WILLIAMS, J. P FORGAS, & W. von Hippel (Eds. ). The social outcast: Ostracism, social exclusion, rejection, and bullying. New York: Psychology Press, 2005: 155-170.
    [2] MULVEY K L, HITTI A, KILLEN M. The development of stereotyping and exclusion[J]. Wiley Interdip Rev Cogn, 2010, 1(4): 597-606. doi: 10.1002/wcs.66
    [3] ESPELAGE D L, COLBERT C L. School-based bullying: definition, prevalence, etiology, outcomes, and preventive strategies[J]. 2016: 132-144. DOI: 10.4324/97813157754250.
    [4] SALLY P, CHRIS T. Not in the classroom, but still on the register: hidden forms of school exclusion[J]. Int J Incl Edu, 2018: 1-15. DOI: 10.1080/13603116.2018.1492644.
    [5] MARIA T-A, CLAIRE P, AMELIA P, et al. Child and adolescent mental health trajectories in relation to exclusion from school from the Avon Longitudinal Study of Parents and Children[J]. Child Adolesc Ment Health, 2020(25). DOI: 10.1111/camh.12367.
    [6] PARKER C, TEJERINA-ARREA M, HENLEY W, et al. Are children with unrecognised psychiatric disorders being excluded from school? a secondary analysis of the british child and adolescent mental health surveys 2004 and 2007[J]. Psychol Med, 2019, 49(15): 2561-2572. doi: 10.1017/S0033291718003513
    [7] 张野, 闫平, 温兆欢. 小学生校园排斥: 一项基于教师视角的访谈研究[J]. 沈阳师范大学学报(社会科学版), 2018, 42(2): 108-112. doi: 10.3969/j.issn.1674-5450.2018.02.019

    ZHANG Y, YAN P, WEN Z H. Exclusion Behaviors of Primary School Students: a Study Based on Interviews with Teachers[J]. J Shenyang Normal U(Soc Sci Ed), 2018, 42(2): 108-112. doi: 10.3969/j.issn.1674-5450.2018.02.019
    [8] BAUMEISTER R F, LEARY M R. The need to belong: desire for interpersonal attachments as a fundamental human motivation[J]. Psychol Bull, 1995, 117(3): 497-529. doi: 10.1037/0033-2909.117.3.497
    [9] BALDRY A C, FARRINGTON D P, SORRENTINO A. School bullying and cyberbullying among boys and girls: roles and overlap[J]. J Aggr Maltr Traum, 2017(2): 1-15. doi: 10.1080/10926771.2017.1330793
    [10] 殷融. "动手不动口": 手部动作与语言进化的关系[J]. 心理科学进展, 2020, 28(7): 1141-1155. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXD202007010.htm

    YIN R. Use gesture instead of speech: Hand action and language evolution[J]. Adv Psycho Sci, 2020, 28(7): 1141-1155. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXD202007010.htm
    [11] MENTING B, LIER P A C V, KOOT H M. Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade[J]. J Child Psychol Psych All Dipl, 2011, 52(1): 72. doi: 10.1111/j.1469-7610.2010.02279.x
    [12] WILT F V D, VEEN C V D, KRUISTUM C V, et al. Why do children become rejected by their peers? A review of studies into the relationship between oral communicative competence and sociometric status in childhood[J]. Educ Psychol Rev, 2019, 31: 699-724. DOI: 10.1007/s10648-019-09479-z.
    [13] SHAHAEIAN A, RAZMJOEE M, WANG C, et al. Understanding relational aggression during early childhood: an examination of the association with language and other social and cognitive skills[J]. Early Child Res Q, 2017, 40: 204-214. DOI: 10.1016/j.ecresq.2017.04.002.
    [14] HWANG H G, MARKSON L. The development of social exclusion detection in early childhood: awareness of social exclusion does not always align with social preferences[J]. J Cogn Dev, 2020, 21(2): 166-190. doi: 10.1080/15248372.2019.1706521
    [15] DUNBAR R I M. Groups, gossip, and the evolution of language[J]. J Hist Behav Sci, 1998, 34(4): 398-399. doi: 10.1002/(SICI)1520-6696(199823)34:4<398::AID-JHBS13>3.0.CO;2-U
    [16] WILLIAMS K D. Ostracism: effects of being excluded and ignored[M]//M. ZANNA (Ed. ). Advances in experimental social psychology. New York: Academic Press, 2009: 279-314.
    [17] ROBERTSON T E, DELTON A W, KLEIN S B, et al. Keeping the benefits of group cooperation: domain-specific responses to distinct causes of social exclusion[J]. Evo Hum Behav, 2014, 35(6): 472-480. doi: 10.1016/j.evolhumbehav.2014.06.006
    [18] SMART R L, LEARY M R. Reactions to discrimination, stigmatization, ostracism, and other forms of interpersonal rejection: a multimotive model[J]. Psychol Rev, 2009, 116(2): 365-383. doi: 10.1037/a0015250
    [19] CARTER-SOWELL A R, CHEN Z, WILLIAMS K D. Ostracism increases social susceptibility[J]. Soc Infl, 2008, 3(3): 143-153. doi: 10.1080/15534510802204868
    [20] WILLIAMS K D. Ostracism[J]. Ann Rev Psychol, 2008, 58: 425-452. DOI: 10.1146/annurev.psych.58.110405.085641.
    [21] THOMAS V L, SAENGER C. Feeling excluded? Join the crowd: how social exclusion affects approach behavior toward consumer-dense retail environments[J]. J Bus Res, 2019, 3. DOI: 10.1016/j.jbusres.2018.12.064.
    [22] MANER J K, DEWALL C N, BAUMEISTER R F, et al. Does social exclusion motivate interpersonal reconnection? Resolving the "porcupine problem"[J]. J Pers Soc Psychol, 2007, 92(1): 42-55. doi: 10.1037/0022-3514.92.1.42
    [23] THOMAS E F, MCGARTY C, MAVOR K. Group interaction as the crucible of social identity formation: a glimpse at the foundations of social identities for collective action[J]. Gro Proc Int Relat, 2016, 19(2): 137-151. doi: 10.1177/1368430215612217
    [24] JUVONEN J, GALVAN A. Peer influence in involuntary social groups: Lessons from research on bullying[M]//M. J. Prinstein & K. A. Dodge (Eds. ). Duke series in child development and public policy. Understanding peer influence in children and adolescents. Britain: The Guilford Press, 2008: 225-244.
    [25] JOST J T, ROBERT M S, HANNAH N. Speculations on the evolutionary origins of system justification[J]. Evol Psychol, 2018, 16(2): 1-21. http://europepmc.org/abstract/MED/29911406
    [26] LEARY M R, BAUMEISTER R F. The nature and function of self-esteem: Sociometer theory[J]. Adv Exp Soc Psychol, 2000, 32: 1-62. DOI: 10.1016/S0065-2601(00)80003-9.
    [27] SALANCIK G R, PFEFFER J A. Social information processing approach to job attitudes and task design[J]. Adm Sci Q, 1978, 23(2): 224-253. doi: 10.2307/2392563
    [28] BROWN M, SACCO D F, MEDLIN M M. Approaching extraverts: socially excluded men prefer extraverted faces[J]. Pers Ind Diff, 2019, 137: 198-203. DOI: 10.1016/j.paid.2018.09.007
    [29] ERSILIA M, CHRISTINA S. Bullying in schools: the state of knowledge and effective interventions[J]. Psychol Health Med, 2017, 22(1): 240-253. http://www.ncbi.nlm.nih.gov/pubmed/28114811
    [30] 潘斌, 刘晓薇, 李腾飞, 等. 儿童青少年支配性目标与欺负行为的关系: 班级地位等级性的调节作用[C]//第二十二届全国心理学学术会议摘要集. 杭州: 中国心理学会, 2019.

    PAN B, LIU X W, LI T F. Dominant goals of children and adolescents and bullying relationship: the moderating role of class status hierarchy[C]//The 22nd CPS Abstr Ac Conf. Hangzhou: CPS, 2019.
    [31] MCLOUGHLIN L T, LAGOPOULOS J, HERMENS D F. Cyberbullying and adolescent neurobiology[J]. Front Psychol, 2020, 11(1511): 1-7. http://www.researchgate.net/publication/341997525_Cyberbullying_and_Adolescent_Neurobiology/download
    [32] MACKEY W, CONEY N. The enigma of father presence in relationship to sons' violence and daughters' mating strategies: empiricism in search of a theory[J]. J Mens St, 2000, 8(3): 349-373.
    [33] GALLUP A C, O'BRIEN D T, WHITE D D, et al. Peer victimization in adolescence has different effects on the sexual behavior of male and female college students[J]. Pers Ind Diff, 2009, 46(5-6): 611-615. doi: 10.1016/j.paid.2008.12.018
    [34] TIMEO S, RIVA P, PALADINO M P. Learning to cope with everyday instances of social exclusion: a review of emotional and cognitive strategies for children and adolescents[J]. J Appl Behav Res, 2019, 24(4): 73-90. http://www.researchgate.net/publication/336259105_Learning_to_cope_with_everyday_instances_of_social_exclusion_A_review_of_emotional_and_cognitive_strategies_for_children_and_adolescents
    [35] SHAALAN F, SIMON E. Narrative counselling for adolescents at risk of exclusion from school[J]. Br J Guid Couns, 2020. DOI: 10.1080/03069885.2020.1729342.
    [36] MULVEY K L, BOSWELL C, ZHENG J. Causes and consequences of social exclusion and peer rejection among children and adolescents[J]. Emot Behav Dis Youth, 2017, 17(3): 71-75. http://www.researchgate.net/publication/327020556_Causes_and_Consequences_of_Social_Exclusion_and_Peer_Rejection_Among_Children_and_Adolescents
    [37] FARRINGTON D P, TTOFI M M. School-based programs to reduce bullying and victimization[J]. Campb System Rev, 2009, 6: 13-47. DOI: 10.4073/csr.2009-6.
    [38] YANG A, SALMIVALLI C. Effectiveness of the KiVa antibullying programme on bully-victims, bullies and victims[J]. Educ Res, 2015, 57(1): 80-90. doi: 10.1080/00131881.2014.983724
    [39] VALDEBENITO S, EISNER M, FARRINGTON D P, et al. School-based interventions for reducing disciplinary school exclusion: a systematic review[J]. Campb Syst Rev, 2018, 14(1): 35-40. doi: 10.4073/csr.2018.1
    [40] OBSUTH I, SUTHERLAND A, COPE A, et al. London Education and Inclusion Project (LEIP): results from a cluster-randomized controlled trial of an intervention to reduce school exclusion and antisocial behavior[J]. J Youth Adolesc, 2016, 46(3): 538-557. doi: 10.1007/s10964-016-0468-4
    [41] KILLEN M. Developing inclusive youth how to reduce social exclusion and foster equality and equity in childhood[J]. Am Educ, 2019, 43(3): 8-12.
    [42] DEMOL K, LEFLOT G, VERSCHUEREN K, et al. Revealing the transactional associations among teacher-child relationships, peer rejection and peer victimization in early adolescence[J]. J Youth Adolesc, 2020, 15. DOI: 10.1007/s10964-020-01269-z
    [43] ALEX S, JO R. You kind of don't want them in the room: tensions in the discourse of inclusion and exclusion for students displaying challenging behaviour in an English secondary school[J]. Int J Incl Educ, 2018: 1-15. DOI: 10.1080/13603116.2018.1516821.
    [44] 王玥. 心理学视域下校园欺凌的形成机理及对策[J]. 北京师范大学学报(社会科学版), 2019(4): 32-45. https://www.cnki.com.cn/Article/CJFDTOTAL-BJSF201904004.htm

    WANG Y. Formation mechanism and intervention measures of school bullying from the psychological perspective[J]. J Beijing Normal U(Soc Sci), 2019(4): 32-45. https://www.cnki.com.cn/Article/CJFDTOTAL-BJSF201904004.htm
    [45] 陈光辉, 杨晓霞, 张文新. 芬兰反校园欺凌项目KiVa及其实践启示[J]. 中国特殊教育, 2018(9): 80-85. doi: 10.3969/j.issn.1007-3728.2018.09.014

    CHEN G H, YANG X X, ZHANG W X. The anti-bullying program KiVa in finland and its implications[J]. Chin J Sp Educ, 2018(9): 80-85. doi: 10.3969/j.issn.1007-3728.2018.09.014
    [46] KARNA A, VOETEN M, LITTLE D, et al. Going to scale: a nonrandomized nationwide trial of the KiVa Antibullying Program for Grades 1-9[J]. J Cons Clin Psychol, 2012, 79(6): 796-805. http://psycnet.apa.org/journals/ccp/80/4/661/
  • 加载中
计量
  • 文章访问数:  572
  • HTML全文浏览量:  306
  • PDF下载量:  57
  • 被引次数: 0
出版历程
  • 收稿日期:  2020-09-13
  • 修回日期:  2020-10-07
  • 网络出版日期:  2021-05-20
  • 刊出日期:  2021-05-25

目录

    /

    返回文章
    返回