School-Wide Intervention in the Childhood Bullying Triangle

McNamee, Abigail; Mercurio, Mia Lynn

doi:10.1080/00094056.2008.10523045

Cited by 11 publications

(17 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…When assessing the bullying triangle it is found that bystanders tend to make up the vast majority of a school's population (McNamee and Mercurio, 2008). Studies have shown that bystanders are present about 85% of the time (Barhight et.…”

Section: The Bystandermentioning

confidence: 99%

“…According to Ahmed and Braithwaite (2004), some victims come from homes that have high levels of hostility or dominating discipline styles. Victims often stand out to bullies in some way and may be older, have questionable sexual orientation, exhibit mental or physical disabilities, have non-normative body types, have out of style clothing, and are either very good or very poor at academics or athletics, or some victims may simply be considered nerds (Coloroso, 2011;Jackson, Cassidy, and Brown, 2009;McNamee and Mercurio, 2008;Sinclair, Bauman, Poteat, Koenig, and Russell, 2012;Ybarra et. al., 2006).…”

Section: The Victim/targetmentioning

confidence: 99%

“…Research on traditional bullying suggests that in many instances bullying is not just a dyadic process between a bully and a victim but is a triangle involving others who become witness to bullying behaviors either directly or indirectly (Barhight, Hubbard, and Hyde, 2013;Coloroso, 2011;Evers, Prochaska, Van Marter, Johnson, and Prochaska, 2007;Gini, Albiero, Benelli, and Altoe, 2008;Gini, Pozzoli, Borghi, and Franzoni, 2008;Lodge and Frydenberg, 2005;McNamee and Mercurio, 2008;Salmivalli, 2010;Salmivalli and Voeten, 2004). The three main players within the bullying triangle, then, consist of the bully, the victim/target, and the bystander.…”

Section: The Bully Victim Bystander Trianglementioning

confidence: 99%

“…Studies have shown that bystanders are present about 85% of the time (Barhight et. al., 2013;Lodge and Frydenberg, 2005;McNamee and Mercurio, 2008). The bystander in the triangle of bullying plays many different roles.…”

Section: The Bystandermentioning

confidence: 99%

“…Bullying behavior often involves an imbalance of power between the bully, victim, and potentially the bystander based on physical strength, to popularity, to academics (Coloroso, 2011;Jerome and Segal, 2003;McNamee and Mercurio, 2008;Oh and Hazler, 2009;Pozzoli, Gini, and Vieno, 2012;Smith, Mahdavi, Carvalho, and Tippett, 2006). Bullying has historically affected children and teenagers in specific contexts: while at school, while traveling to or from school, or in public places such as playgrounds and bus stops or other venues such as malls, restaurants, or at neighborhood hangouts (Mesch, 2009;Patchin and Hinduja, 2006).…”

Section: The Bullymentioning

confidence: 99%

See 4 more Smart Citations

Factors that Influence Bystander Behavior in the Cyberbully Context

Niblack¹,

Hertzog²

2015

Sociological Studies of Children and Youth

View full text Add to dashboard Cite

Section: The Bystandermentioning

confidence: 99%

Section: The Victim/targetmentioning

confidence: 99%

Section: The Bully Victim Bystander Trianglementioning

confidence: 99%

Section: The Bystandermentioning

confidence: 99%

Section: The Bullymentioning

confidence: 99%

See 3 more Smart Citations

Factors that Influence Bystander Behavior in the Cyberbully Context

Niblack¹,

Hertzog²

2015

Sociological Studies of Children and Youth

View full text Add to dashboard Cite

Bystander behaviour in peer victimisation: moral disengagement, defender self-efficacy and student-teacher relationship quality

Sjögren

Thornberg

Wänström

et al. 2020

Research Papers in Education

View full text Add to dashboard Cite

The aim of this study was to examine how different bystander roles in peer victimisation situations relate to moral disengagement, defender self-efficacy, and student-teacher relationship quality. Self-reported survey data were collected from 333 middle and junior high school students (10-15 years of age) from four schools in Sweden. Random intercept model analyses of factor scores revealed that, when witnessing peer victimisation, students high in moral disengagement and low in defender self-efficacy were more inclined to act as reinforcers or outsiders, and that students high in defender self-efficacy and student-teacher relationship quality were more inclined to act as defenders. Furthermore, examining these relationships within and between classes revealed that reinforcer and outsider behaviours were more common among students who, compared to their classmates, were higher in moral disengagement and lower in defender self-efficacy, whereas defending was more common among students who, compared to their classmates, were higher in defender self-efficacy. The results enrich the knowledge of factors related to different bystander behaviours, which has potential implications for prevention and intervention work.

show abstract

Trauma-Informed Methods to Enhance School-Based Bullying Prevention Initiatives: An Emerging Model

Blitz

Lee

2015

Journal of Aggression, Maltreatment & Trauma

View full text Add to dashboard Cite

This article describes an emerging model of trauma-informed supports for school climate and bullying prevention developed through a social research design and development approach. Student survey data were used to inform program design. The study was conducted as part of baseline data collection for a federal Safe Schools/Healthy Students grant awarded to a cooperative group of 10 school districts in upstate New York. A local university partnered with the cooperative to design an innovative program model to enhance bullying prevention and provide social-emotional and mental health supports for students. In addition to descriptive data, findings from multinomial logistic regression analyses are provided to understand the relative influence of the independent variables on the students' report of bully-aggressor behavior and victim-bystander experiences.

show abstract

School-Wide Intervention in the Childhood Bullying Triangle

Cited by 11 publications

References 8 publications

Factors that Influence Bystander Behavior in the Cyberbully Context

Factors that Influence Bystander Behavior in the Cyberbully Context

Bystander behaviour in peer victimisation: moral disengagement, defender self-efficacy and student-teacher relationship quality

Trauma-Informed Methods to Enhance School-Based Bullying Prevention Initiatives: An Emerging Model

Contact Info

Product

Resources

About