Intergroup Contact in Action

Cameron, Lindsey; Abbott, Nicola

doi:10.1002/9781118773123.ch22

The Wiley Handbook of Group Processes in Children and Adolescents 2017

DOI: 10.1002/9781118773123.ch22

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Intergroup Contact in Action

Lindsey Cameron¹,

Nicola Abbott²

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2024

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Cited by 3 publications

References 44 publications

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Encouraging Positive Bystander Responses to Bias-Based Bullying in Primary Schools Through a Serious Game Approach: A Non-Randomized Controlled Evaluation of the ‘GATE-BULL’ Program

Willems,

Sapouna,

De Amicis

et al. 2024

Int Journal of Bullying Prevention

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Bias-based bullying is a serious public health issue, negatively impacting on the well-being of children with socially devalued identities or attributes. The aim of the GATE-BULL project was to develop and evaluate a serious game supplemented by a series of classroom-based lesson plans to encourage positive bystander responses in weight-, ethnicity-, and religion-based bullying situations. The program was a 4-week school-based intervention targeted at 9–13-year-olds and tested using a quasi-experimental design. In total, 578 children from the Netherlands, Scotland and Greece were included in the analyses. The evaluation suggested that the GATE-BULL program improved the intention to intervene in weight-based bullying situations in Scotland and marginally contributes to a reduction in intergroup anxiety among majority group children with respect to Muslim children in the Netherlands. No positive effects were found in Greece. While the program showed limited evidence of effectiveness, several important lessons have been learned for future development of interventions targeting bias-based bullying.

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Encouraging Positive Bystander Responses to Bias-Based Bullying in Primary Schools Through a Serious Game Approach: A Non-Randomized Controlled Evaluation of the ‘GATE-BULL’ Program

Willems,

Sapouna,

De Amicis

et al. 2024

Int Journal of Bullying Prevention

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

Palmer

Abbott

2017

Child Dev Perspectives

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Research on bystanders' responses to bullying shows the valuable contribution that prosocial or defender behaviors can have in reducing bullying in schools. In this article, we propose that a developmental intergroup approach (i.e., a developing understanding of social identities and related intergroup processes) is required to understand fully when and why children and adolescents help bullied peers in diverse contexts. First, we review theory and evidence on intergroup social exclusion to demonstrate the strength of a developmental intergroup approach when understanding responses to complex social scenarios in childhood and adolescence. Then, we review recent evidence that demonstrates the importance of examining group membership, group identity, and group norms to understand children's and adolescents' responses as bystanders in the context of bias‐based bullying. Finally, we consider implications for school‐based interventions and next steps for research.

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A mixed-methods exploration of ethnic identity and self-esteem among mixed-race adolescent girls

Austin¹,

Lee²

2021

bpsecp

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Background:The self-esteem and school experiences of mixed-race adolescents in the United Kingdom is overlooked in research, despite studies showing mixed-race adolescents may have poorer mental health outcomes than their monoracial peers (e.g. Wong et al., 2012).Aims:This study explored if and how the school experiences and self-esteem of mixed-race girls differed from monoracial peers, and potential mechanisms accounting for differences in self-esteem.Sample:Quantitative questionnaires (Phase 1) sampled 109 girls (Mage=13.9 years). Interviews (Phase 2) sampled 12 mixed-race girls (Mage=14.3 years).Methods:This study used a mixed-methods design. Phase 1 examined self-esteem scores, prevalence of peer-based discrimination, and related support factors (ethnic identity exploration and affirmation, peer support and friendship diversity). Phase 2 involved semi-structured interviews.Results:Mixed-race girls reported lower self-esteem than monoracial peers from Black and Minority Ethnic (BME) backgrounds. Friendship support predicted mixed-race girls’ self-esteem. Interview data showed that microaggressions (i.e. everyday comments communicating hostile racial messages), family racial socialisation practices (i.e. how youth learn about their own ethnicity and navigating racism) and school diversity were important in understanding the self-esteem of mixed-race girls.Conclusions:This study provides insight into adolescent mixed-race girls’ school experiences and self-esteem, with implications for practitioners and families. We discuss areas for further research.

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Intergroup Contact in Action

Cited by 3 publications

References 44 publications

Encouraging Positive Bystander Responses to Bias-Based Bullying in Primary Schools Through a Serious Game Approach: A Non-Randomized Controlled Evaluation of the ‘GATE-BULL’ Program

Encouraging Positive Bystander Responses to Bias-Based Bullying in Primary Schools Through a Serious Game Approach: A Non-Randomized Controlled Evaluation of the ‘GATE-BULL’ Program

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

A mixed-methods exploration of ethnic identity and self-esteem among mixed-race adolescent girls

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