Children's intervention strategies in situations of victimization by bullying: Social cognitions of outsiders versus defenders

Pronk, Jeroen; Goossens, F.A.; Olthof, Tjeert; Mey, Langha de; Willemen, A.M.

doi:10.1016/j.jsp.2013.09.002

Cited by 71 publications

(130 citation statements)

References 39 publications

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“…The antibully-group with a negative attitude towards bullying consists of roughly one half defender, who become active against bullying and one half outsider, who would have some potential to influence the bullying process together with the defender, resulting in a clear majority opposed to bullying. New research specifies the mind-set of outsider [23]: they want to intervene indirectly as frequently as defender, but more rarely direct. In case the victim is a friend, they would comfort, get help from a teacher or intervene directly, while indirect intervention (comfort, get help) would be strongly preferred in case of the victim not being a friend.…”

Section: Changing the Perspective Implies Changing The System?mentioning

confidence: 99%

Changing Perspective is Changing the System-Bullying as “Strong Situation”

Schäfer¹,

Starch²,

Stoiber³

et al. 2017

J Addict Res Ther

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When asked individually, a majority of pupils perceive bullying as wrong, antisocial and pronounce the necessity to do something against it. However as part of their class nine out of ten are attributed a distinct role in the bullying process by peers. Moral knowledge or competence adds little to differentiate these bullying roles, but moral motivation does. Moral motivation and in special moral disengagement is linked to a context, to the class. It is argued, that bullying needs to be defined as a strong situation to overcome the effects of group-dynamics predicted by socialpsychology.

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Section: Changing the Perspective Implies Changing The System?mentioning

confidence: 99%

Changing Perspective is Changing the System-Bullying as “Strong Situation”

Schäfer¹,

Starch²,

Stoiber³

et al. 2017

J Addict Res Ther

View full text Add to dashboard Cite

show abstract

“…Social self-efficacy, having the competence to assert oneself in social situations, and problem-solving differentiate youth who intervene in bullying situations compared to those who do not (Gini et al 2008;Pronk et al 2013). Youth often believe that their possible actions will not be effective in counteracting bullying or that they will suffer retaliation from the perpetrator or other peers (Lodge and Frydenberg 2005;O'Connell et al 1999;Rigby and Johnson 2005).…”

Section: Latané and Darley's (1970) Bystander Intervention Model: Appmentioning

confidence: 99%

“…For example, early research found that females were not as likely to help when a man collapsed (Piliavin et al 1975). With regard to bystander intervention in bullying, actions may include direct efforts to make the student(s) bullying stop, or indirect interventions such as reporting the incident, asking a teacher or another adult for help, or supporting, consoling, or taking the side of the student(s) being victimized Huitsing and Veenstra 2012;Pronk et al 2013). In addition, girls are more likely to tell a teacher, whereas boys are more likely to ignore bullying (Baldry 2005;Rigby and Johnson 2005;Rolider and Ochayon 2005).…”

Section: Latané and Darley's (1970) Bystander Intervention Model: Appmentioning

confidence: 99%

Applying Mass Communication Theory to Bystander Intervention in Bullying

2016

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Bystander behavior in bullying has received increasing attention in the literature, but it is seldom grounded in a strong theoretical context and rarely draws from multiple disciplines. The current article proposes how theory in mass communication can aid research efforts seeking to better understand and prevent bullying through bystander intervention. This article first provides an overview of the research on bystanders in bullying and uses Latané and Darley's (The unresponsive bystander: why doesn't he help? Prentice Hall, Englewood Cliffs, 1970) classic bystander intervention model as an organizing framework. Next, mass communication theory, with its focus on the strategic use of messaging to affect attitudes and behaviors, is reviewed. Theory and research in communication relevant to the prevention of bullying is then discussed, with particular attention to the bystander intervention model. The article concludes with recommendations for how future research and interventions grounded in communication and psychology may advance our understanding and encouragement of adolescent bystander intervention behavior in bullying.

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“…[8][9][10][11] É também uma estratégia coerciva que visa alcançar e manter posições mais elevadas na hierarquia social do grupo. 12,13 A ocorrência deste fenômeno é considerada bastante comum entre crianças e adolescentes. Estima-se que entre 10% a 30% das crianças em idade escolar de todo o mundo estejam envolvidos em alguma situação de bullying.…”

Section: Introductionunclassified