Bystanders' Reactions to Witnessing Repetitive Abuse Experiences

Janson, Gregory R.; Carney, JoLynn V.; Hazler, Richard J.; Oh, Insoo

doi:10.1002/j.1556-6678.2009.tb00113.x

Cited by 39 publications

(37 citation statements)

References 47 publications

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“…Confirmatory results supported existing literature by documenting strong positive associations between bullying exposure and anxiety (Janson, Carney, Oh, & Hazler, 2009;Janson & Hazler, 2004). More importantly, and to the best of our knowledge, these findings are novel in that they reveal associations between bullying exposure and individual differences in the activity of the HPA axis were not direct, rather they appeared to be moderated by features of children's subjective experiences of bullying events.…”

Section: Discussionsupporting

confidence: 84%

The Relations Between Bullying Exposures in Middle Childhood, Anxiety, and Adrenocortical Activity

Carney

Hazler

et al. 2010

Journal of School Violence

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This exploratory study investigated how exposure to bullying at school in middle childhood is associated with student anxiety levels and adrenocortical activity at a time preceding lunch when anxiety about potential bullying would potentially be higher. Ninety-one sixth-grade students (55 female and 36 male) reported being exposed one or more times to repetitive peer abuse as victims and/or bystanders, and the Multidimensional Anxiety Scale for Children (MASC) provided a measure of general anxiety levels. Students' degree of exposure to bullying and their anxiety levels were compared to salivary cortisol indicating a stress reaction of the body via hypothalamic-pituitary-adrenal (HPA) activity. Analysis confirmed the hypothesis that bullying exposure had an influence on levels of cortisol, but only through its relationship with general anxiety. The amount of combined bullying exposure from victimization and bystanding was related to lower cortisol levels at a time when the potential for bullying was about to increase.

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Section: Discussionsupporting

confidence: 84%

The Relations Between Bullying Exposures in Middle Childhood, Anxiety, and Adrenocortical Activity

Carney

Hazler

et al. 2010

Journal of School Violence

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“…Consistent with the literature, the costs they identified included increased staff turnover, absenteeism, and illnesses (Janson, Carney, hazler, & Insoo, 2009;Janson & hazler, 2004;Mayhew & Chappell, 2007;Vartia, 2001). I did feel some responsibility when my colleague collapsed and went to hospital…she's not a big girl and just the level of stress, that I went and apologised to her when she was in hospital, and she said: "It's not you, it's not you, it's me; it's how I responded to what was happening there.…”

Section: Participants' Theorizing About Bystander Behaviorsmentioning

confidence: 54%

Theorizing Active Bystanders as Change Agents in Workplace Bullying of Social Workers

Heugten

2011

Families in Society

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This article analyses data on bystanders that emerged from a qualitative research project undertaken with 17 social workers who had been targets of workplace bullying. During presentations of the findings, questions that arose from practitioners included: Why do bystanders remain silent? and How may helpful responses be evoked? These questions led to a further review of the literature about the part bystanders play in school and workplace bullying, revealing the finding that bystanders may remain silent because they are simply uncertain about how they can assist when bullying occurs. Workplace wide interventions that educate workers about the negative impact of passivity and help them to become active peer supporters may be particularly effective in overcoming this serious workplace problem. IMPLICATIONS FOR PRACTICE• Workplace cultures may be improved by educating all workers about the impacts of workplace bullying and how to prevent this problem, rather than only dealing with difficulties on an individual basis when serious situations arise. Overview of Research Method and FindingsD uring 2004, members of the Aotearoa New Zealand Association of Social Workers, the national association of social workers in Aotearoa New Zealand, were invited to take part in semistructured interviews about workplace violence. To contain travel costs, the project was limited to five cities. Grounded theory methodology was employed because the topic of collegial workplace violence perpetuated toward social workers by colleagues did not appear to have been previously researched. The research was therefore intended to explore the experiences of participants without setting preconceived limits on the information that would be obtained and on the explanatory theories that might be developed from the data. Grounded theory methodology involves a careful consideration of themes contained in information gained from participants and it is that information that leads to the searching of literature and theorizing, rather than theory driving the research and interactions with the participants (Glaser & Strauss, 1967). The research project was approved by the University of Canterbury human Ethics Committee. Interviews were held in settings that enabled participants to retain confidentiality, and the interviewer made a commitment that no identifying information would be disclosed. At times this meant that the interviewer could not report precise demographic information about participants or contextual information about agencies, but these omissions did not materially impact the outcomes. SampleSeventeen social workers took part in the research, all of whom identified that they had been targeted by bullies in the workplace. Thirteen were women and 4 were men, which is consistent with the average balance of the sexes in the profession. Four were indigenous Maori and 4 were immigrants of European descent. It is of interest that this sample represents a higher than expected number of participants from minority cultural groups, although the sample is ...

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“…Although statistics indicate that far more students report witnessing bullying than being either a perpetrator or target of bullying, most researchers examining the impact of bullying behavior have focused on outcomes for students who are targets or perpetrators of bullying (Rivers, Poteat, Noret, & Ashurst, ). Problems associated with bullying, however, extend beyond students directly involved in bullying to those who witness bullying (Hutchinson, ; Janson, Carney, Hazler, & Oh, ; Rivers & Noret, , ; Rivers et al, ). Researchers have revealed that being exposed to bullying in adolescence is a traumatic experience that is associated with emotional distress, including sadness, helplessness (Janson et al, ), and guilt (Hutchinson, ).…”

Section: Witnessing Bullying and Depressive Symptomsmentioning

confidence: 99%

The Impact of a Brief Bullying Bystander Intervention on Depressive Symptoms

Midgett

Doumas

2019

Jour of Counseling & Develop

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The authors evaluated the impact of a brief bullying bystander intervention (STAC) on depressive symptoms among high school students using a randomized controlled design. Results of path analyses provided support for a mediational model in which the intervention was associated with an increase in sense of school belonging, which in turn was associated with a reduction in depressive symptoms. The authors discuss implications for high school counselors and counselors in other settings working with adolescents.

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Bystanders' Reactions to Witnessing Repetitive Abuse Experiences

Cited by 39 publications

References 47 publications

The Relations Between Bullying Exposures in Middle Childhood, Anxiety, and Adrenocortical Activity

The Relations Between Bullying Exposures in Middle Childhood, Anxiety, and Adrenocortical Activity

Theorizing Active Bystanders as Change Agents in Workplace Bullying of Social Workers

The Impact of a Brief Bullying Bystander Intervention on Depressive Symptoms

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