Bystander Responses to Bias‐Based Bullying in Schools: A Developmental Intergroup Approach

Palmer, Sally B.; Abbott, Nicola

doi:10.1111/cdep.12253

Cited by 59 publications

(72 citation statements)

References 40 publications

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“…In contrast to the extensive literature on defender responses to interpersonal victimisation (Salmivalli, 2014), comparatively little is known about bystander responses when an outgroup member is targeted (Abbott & Cameron, 2014; Poteat & Vecho, 2016; Vezzali et al., 2019). Therefore, the findings provide an important insight into young people’s defender intentions in response to a form of victimisation that is highly detrimental for young people’s well-being (Palmer & Abbott, 2017; Verkuyten, Kinket, & Van der Wielen, 1997).…”

mentioning

confidence: 89%

Evaluating the impact of a defender role-play intervention on adolescent’s defender intentions and responses towards name-calling

Abbott¹,

Cameron

Thompson

2019

School Psychology International

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Researchers and anti-bullying organisations have increasingly turned their attention to the role of bystanders in tackling bullying and peer victimisation (e.g. name-calling). The objective of this study was to develop and assess the impact of a role-play programme designed to strengthen adolescent's defending behaviour to name-calling. This was measured in two contexts: defending intentions in an outgroup name-calling scenario and cyber-defender behaviour in a scripted online peer interaction. Participants (N=121, Mage=12.90 years) were randomly assigned to either a role-play condition or a control condition. Results showed that defender intentions in an outgroup name-calling scenario were higher in the role-play condition, compared to the control; in addition, cyber-defender behaviour was more likely and quicker in the role-play condition, compared to the control. Defender self-efficacy was found to be significantly higher in the role-play condition, and mediated the effect of the role-play programme on defender intentions. Findings also revealed that defender intentions were positively correlated with cyber-defender behaviour, highlighting a link between intentions and behaviour. Implications for theory and practice are discussed.

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mentioning

confidence: 89%

Evaluating the impact of a defender role-play intervention on adolescent’s defender intentions and responses towards name-calling

Abbott¹,

Cameron

Thompson

2019

School Psychology International

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“…It is also critical that anti-bullying and anti-discrimination programs continue to develop with an eye towards issues of inclusion, equity, and bias. Recent calls for a developmental intergroup approach to bullying and discrimination provide a helpful theoretical framework for moving forward in this domain (Palmer & Abbott, 2018). This particular perspective emphasizes that the way children and adolescents respond to bullying, for example, is not only shaped by their general empathy and ability to perspective-take, but also by their perceived similarity to the victim (or bully) and the broader social norms in their school.…”

Section: Social Norm Approaches To Modify Peer Culturementioning

confidence: 99%

Promoting Social Inclusion in Educational Settings: Challenges and Opportunities

Juvonen

Lessard

Rastogi

et al. 2019

Educational Psychologist

172

102

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The goal of the current paper is to provide a critical analysis of barriers to social inclusion in schools and propose inclusive educational practices that help connect and unite diverse students.Diversity is defined broadly as overall heterogeneity. We review theoretical frameworks that help explain group dynamics and contextual conditions that contribute to exclusion (i.e., peer victimization, rejection, friendlessness) of students based on ethnicity, sexual orientation, body weight, etc. We argue that to be able to facilitate peer acceptance and cross-group friendships,

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“…Bullying is one form of discrimination that can result from prejudice and stereotypes (Palmer & Abbott, 2018). The consequences of social exclusion for children can be severe, for example, poorer quality of friendships, higher anxiety and depression, lower self-esteem, poorer academic performance (Juvonen & Graham, 2001; Nansel et al, 2001; O’Leary, 1990; Twenge & Baumeister, 2005).…”

Section: Social Exclusion and Bullying In Childrenmentioning

confidence: 99%

Don’t hurt my outgroup friend: A multifaceted form of imagined contact promotes intentions to counteract bullying

Vezzali

Birtel

Bernardo

et al. 2019

Group Processes & Intergroup Relations

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A growing body of research has shown that imagined intergroup contact can improve outgroup attitudes. The aim of the present study was to examine the effectiveness of a multifaceted form of imagined contact in counteracting bullying in school children, and additionally to test the underlying processes of this effect. Two hundred and fifteen Italian elementary school children took part in a 3-week intervention, where they were asked to imagine a scenario in which they become friends with an unknown disabled child, interact in various social settings, and react to forms of discrimination toward the newly acquired friend. After each session, they discussed collectively what they had imagined. The dependent measures were administered 1 week after the last session. Results revealed that inclusion of an outgroup member in the self mediated the effect of imagined contact on intentions to counteract social exclusion and bullying of disabled children, as well as helping intentions. Imagined contact also promoted greater willingness for outgroup contact via more positive outgroup attitudes and empathy. Our findings are important in delineating new forms of imagined contact, and understanding ways to promote behaviors that defend victims of social exclusion and bullying in school environments.

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Bystander Responses to Bias‐Based Bullying in Schools: A Developmental Intergroup Approach

Cited by 59 publications

References 40 publications

Evaluating the impact of a defender role-play intervention on adolescent’s defender intentions and responses towards name-calling

Evaluating the impact of a defender role-play intervention on adolescent’s defender intentions and responses towards name-calling

Promoting Social Inclusion in Educational Settings: Challenges and Opportunities

Don’t hurt my outgroup friend: A multifaceted form of imagined contact promotes intentions to counteract bullying

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