Bystander Intervention in Cyberbullying

Brody, Nicholas; Vangelisti, Anita L.

doi:10.1080/03637751.2015.1044256

Cited by 121 publications

(69 citation statements)

References 78 publications

(176 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, because managers hold authority over the performance appraisals and promotions of employees, bystanders often choose to tolerate bullying behavior out of fear that they will become the next targets, as participants in the present study did. Other studies have suggested that workplace friends tend to help targets in bullying incidents (Brody and Vangelisti 2016;Coyne et al 2016;D'Cruz and Noronha 2011). In the present case, however, the targets' friends were able to provide only limited and low-profile support.…”

Section: Discussionmentioning

confidence: 98%

“…Chen and Park () employed attribution theory to predict bystanders’ tendency to sympathize with either the target or the perpetrator. Other researchers have found that co‐workers who are close to bullying targets are more likely to intervene and support them (Brody and Vangelisti ; D'Cruz and Noronha ). However, bystanders’ good intentions toward targets may be hindered by the possibility of negative outcomes for bystanders if they become involved (Báez‐León et al.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Bullying bystander reactions: a case study in the Taiwanese workplace

2018

Asia Pac J Human Res

View full text Add to dashboard Cite

This study aimed to describe bystander interactions with targets, bullies, and organizational factors in a Taiwanese office context. Various factors shape bystanders’ perceptions of bullying, and how those perceptions subsequently influence bystanders’ reactions. Data were collected through conversational interviews and selective thematic analyses were undertaken to explore participants’ lived experiences. The interview findings identified the main theme of ‘injustice’ and revealed that bystanders’ reactions depend on how the organization handles bullying incidents. An experience of injustice typically had a considerable influence on participants’ work engagement and loyalty toward the organization. A lack of managerial involvement in preventing bullying behavior increased bystanders’ turnover intention and negatively affected the company's bottom line. The results reveal the importance of including bystanders in future interventions against workplace bullying. This study contributes to the extant workplace bullying research by describing bystanders’ reactions and the consequences for organizations.

show abstract

Section: Discussionmentioning

confidence: 98%

mentioning

confidence: 99%

Bullying bystander reactions: a case study in the Taiwanese workplace

2018

Asia Pac J Human Res

View full text Add to dashboard Cite

show abstract

“…A participant (female, 24) in a different group also had a similar opinion that, Beither they don't know these people or feel very far removed from the situation, but then there is probably another type of bystander where if a friend of yours is doing this you actually have some power to intervene.T hus, disengaged onlookers might become active bystanders to the bully or target when the person or people involved are considered close to the bystander, resulting in a perceived responsibility to help or intervene (Bastiaensens et al 2014;Brody and Vangelisti 2016;Van Cleemput et al 2014). However, as discussed under the BPerpetrator Perspective,p articipants expressed that a concern with intervening was that it could potentially exaggerate the situation, as the bystander may have misinterpreted the incident or Bput themselves in the limelight to potentially become bullied^(male, 21), or become a bully.…”

Section: Bystander Interpretationmentioning

confidence: 99%

Defining Cyberbullying: a Multifaceted Definition Based on the Perspectives of Emerging Adults

Alipan

Skues

Theiler

et al. 2019

Int Journal of Bullying Prevention

View full text Add to dashboard Cite

The aim of this qualitative study was to address the lack of consensus on the current cyberbullying definition and the limited research on definitions of cyberbullying made by emerging adults in Australia. Six focus groups were conducted with a total of 39 participants aged 18 to 25 years. The focus groups used a semi-structured question protocol to gain a deeper understanding of emerging adults' perceptions, observations, and opinions related to cyberbullying. A thematic analysis revealed that participants perceive cyberbullying to be an extension of traditional bullying comprising similar key components (i.e., intent to harm, repetition, and power imbalance). However, despite a consensus on the components involved, the operationalization of these key components differed among participants depending on whether they adopted a perpetrator, target, or bystander perspective. The current study extends on previous research by focusing on the different perspectives of cyberbullying (i.e., perpetrators, targets, and bystanders) rather than assuming a single perspective, and in turn integrating these perspectives to propose a multifaceted definition of cyberbullying.

show abstract

“…In addition, blurred boundaries between home, school and social life ‘presents further risks of exposure and reputational damage that seeps through from domain to domain, with resultant impact on emotional and physiological well‐being’ (Papatraianou et al ., : 278). With the added complexity of the interplay between technology, relationships, and bullying behaviour (Brody and Vangelisti, ), the challenges faced by schools are significant.…”

Section: A Review Of the Literaturementioning

confidence: 99%

Perpetrators, victims, bystanders and upstanders: cyberbullying in a special school context

Beer¹,

Hawkins²,

Hewitson³

et al. 2019

Support for Learning

View full text Add to dashboard Cite

This study offers a multi-dimensional analysis of 'real world' cyberbullying between members of a special school community. The purpose of this article is to analyse the social and educational contexts within which interactions of this nature are embedded. The interview both illuminated a number of themes pertinent to the current literature, and extended those related to the call for further analysis of the contextual determinants of cyberbullying. The influence of the conditions experienced by the children involved (Attention Deficit Hyperactivity Disorder (ADHD) and Autistic Spectrum Condition (ASC)) is discussed and demonstrated. This use of natural observation provides a current and 'real world' illustration of teacher perceptions of the complex behaviours and interactions occurring in cyberspace, which hold potential for grave consequences. A hopeful tone is maintained as the potential for selfless upstander behaviour and resolution via the involvement of supportive and knowledgeable pastoral staff is realised in the article's conclusion.

show abstract

Bystander Intervention in Cyberbullying

Cited by 121 publications

References 78 publications

Bullying bystander reactions: a case study in the Taiwanese workplace

Bullying bystander reactions: a case study in the Taiwanese workplace

Defining Cyberbullying: a Multifaceted Definition Based on the Perspectives of Emerging Adults

Perpetrators, victims, bystanders and upstanders: cyberbullying in a special school context

Contact Info

Product

Resources

About