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首页> 外文期刊>International journal of developmental science >Bullying, Romantic Rejection, and Conflicts with Teachers: The Crucial Role of Social Dynamics in the Development of School Shootings - A Systematic Review
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Bullying, Romantic Rejection, and Conflicts with Teachers: The Crucial Role of Social Dynamics in the Development of School Shootings - A Systematic Review

机译：欺凌，浪漫拒绝和与教师的冲突：社会动力在学校枪击事件发展中的关键作用-系统评价

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A plethora of studies have appeared which argue that, prior to their attack, the perpetrators of school shootings had experienced intense conflicts and problematic relations (e.g. bullying) with peers and teachers, and were on the periphery of the schools' social life. This in turn resulted in the perpetrators' view of themselves as marginalized victims. However, methodological problems and inconsistencies mark many studies, and findings vary. In an attempt to clarify the role of perpetrators' negative social experiences with peers and teachers prior to their attack, we have undertaken a systematic search of the literature, including 35 international primary studies on school shootings. In selecting the studies we limited ourselves to ones which deal with at least two (Range: 2-39) cases in which a violent targeted attack was carried out by a current or former student who chose their school or university as the site of the attack. A total of 126 cases (128 perpetrators) from 13 countries (USA, Canada, Germany, Finland, Brazil, Argentina, Australia, Bosnia, Greece, Hungary, Netherlands, Sweden, and Thailand) were examined. The mean age of the perpetrators was 19 (Range: 6-62 years, SD = 8.72), and in 121 cases the perpetrators were males. Detailed information relating on the social dynamics that contributed to the attack was found in 67 case reports. Our analysis revealed that in 88.1% of cases the future perpetrator experienced social conflict within the school environment. A minority of perpetrators (29.9%) were physically bullied, while 53.7% experienced peer rejection, verbal and otherwise. Romantic rejection was only found in 29.9% of cases. Conflicts with teachers (43.3%) proved a decisive factor. In order to better understand the role of social dynamics in the developments leading up to school shootings, it is necessary to analyze the perpetrators' position within their social network and the ways in which they experienced interaction with their peers and others at the school. In addition we must obtain precise information on their views of themselves as victim over a period of time.
机译：大量的研究表明，在学校枪击事件发生之前，学校枪击事件的肇事者与同伴和老师之间发生了激烈的冲突和有问题的关系（例如欺凌），并且处于学校社交生活的边缘。反过来，这使犯罪者将自己视为边缘化的受害者。但是，方法学问题和矛盾之处标志着许多研究，发现也各不相同。为了弄清肇事者在同伴和老师受到攻击之前的负面社会经历的作用，我们对文献进行了系统的搜索，包括35项关于学校枪击事件的国际主要研究。在选择研究时，我们将自己限制在处理至少两个（范围：2-39）案例的案例中，在该案例中，选择在学校或大学中作为学习地点的现任或前任学生实施了暴力针对性攻击。审查了来自13个国家（美国，加拿大，德国，芬兰，巴西，阿根廷，澳大利亚，波斯尼亚，希腊，匈牙利，荷兰，瑞典和泰国）的126起案件（128名肇事者）。犯罪者的平均年龄为19岁（范围：6-62岁，SD = 8.72），在121起案件中，犯罪者为男性。在67个案例报告中找到了有关导致攻击的社会动态的详细信息。我们的分析表明，在88.1％的案件中，未来的肇事者在学校环境中经历了社会冲突。少数犯罪者（29.9％）受到身体欺凌，而53.7％的人遭到同伴的拒绝，口头和其他方式的欺凌。浪漫拒绝只在29.9％的案件中被发现。与教师的冲突（占43.3％）被证明是决定性因素。为了更好地理解社会动态在导致学校枪击事件的发展中的作用，有必要分析肇事者在其社交网络中的地位以及他们与同伴和其他人在学校中互动的方式。此外，我们必须在一段时间内获得关于他们对自己作为受害者的看法的准确信息。

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