Characteristics of adolescents who intervene to stop the risky and dangerous behavior of their friends

Buckley, Lisa; Chapman, Robert J.

doi:10.1016/j.aap.2015.12.023

Cited by 7 publications

(5 citation statements)

References 36 publications

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“…However, they often clearly side with the perpetrators, encouraging them to continue the attacks or warning them about an approaching adult. Only a few intervention programs include activities aimed at changing the attitudes of students observing bullying in the school (Merrell, Gueldner, Ross, & Isava, 2008; Buckley & Chapman, 2016). …”

Section: Discussionmentioning

confidence: 99%

Determinants of Bullying at School Depending on the Type of Community: Ecological Analysis of Secondary Schools in Poland

Mazur¹,

Tabak²,

Zawadzka³

2017

School Mental Health

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Ecological studies, when the school is the unit of analysis, may help to design and evaluate school intervention programs. The paper discusses selected contextual determinants of bullying, using data collected in Poland in 2015 and aggregated to school level (4085 students; 70 junior high schools). The main hypothesis is related to the neighborhood social capital as protective factor and the type of community as a modifier. The main dependent variable was the combined index of bullying which included three perspectives (victim, perpetrator, bystander). Student delinquent behavior was taken into account as potential determinant, along with selected characteristics of the school and neighborhood. The analyses were adjusted for the percentage of the surveyed boys. The overall bullying index ranged, depending on the school, from 0.88 to 4.07 points (out of 12 possible); intraclass coefficient ICC = 2.8%. In the entire sample, the main predictors of bullying were student delinquent behaviors as a risk factor and the school social climate as a protective factor (R 2 = 56.3%). The stratification of schools due to their location influences the inference regarding those main determinants. The dominating influence of delinquent behavior is visible only in big cities where bullying index showed the highest dispersion. In smaller towns and rural areas, the neighborhood social capital becomes an important protective factor; highly correlated with the school climate. We can conclude that strong social bonds in the community are supportive for school climate and can reduce the level of bullying at schools.

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Section: Discussionmentioning

confidence: 99%

Determinants of Bullying at School Depending on the Type of Community: Ecological Analysis of Secondary Schools in Poland

Mazur¹,

Tabak²,

Zawadzka³

2017

School Mental Health

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“…In addition, the bystander must believe he or she has the skills necessary to intervene (Banyard et al, 2005). Self-control, the role of which remains largely unexplored, may influence the bystander’s belief he or she is capable of or even should intervene (see Buckley & Chapman, 2016). In addition, individuals with low self-control may engage in more risk-taking behaviors, which may limit the likelihood they intervene (Schreck, Stewart, & Fisher, 2006).…”

Section: Offline and Online Bystander Interventionmentioning

confidence: 99%

Bystander Intervention to Abusive Behavior on Social Networking Websites

Hayes

2018

Violence Against Women

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The current study assessed which bystander intervention behaviors individuals reported they would engage in when exposed to abuse in their online network and the correlates of these behaviors. Data were drawn from college students' responses ( N = 600) to three vignettes, ranging in severity, where the respondent's male friend commented about his ex-girlfriend on a social network. Although it was hypothesized respondents would intervene on the website when exposed to abuse, results suggested this was not the case. Respondents were more likely to offer support to the victim, report the behavior, and recommend programming for the most severe scenario. Implications are discussed.

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“…The main reason is that compared with non-hearingimpaired teenagers, hearing-impaired teenagers cannot effectively identify the direction and content of sound sources, are more likely to develop attention de cit disorder (Soleimani et al 2020) and have insu cient perception of risk factors when crossing the street (Evans and Norman 2003) and a lack of social experience (Twisk 2014) and knowledge of tra c safety (Gür et al 2021). Moreover, they are more likely to perform risk-taking behaviours (Buckley and Chapman 2016), which leads to a higher risk in tra c participation (Wright and Wolery 2011; Agran and Krupp 2010). However, hearing-impaired teenagers also have travel needs, such as travelling to school and visiting friends.…”

Section: Introductionmentioning

confidence: 99%

A method to improve the street-crossing risk perception of hearing-impaired teenagers based on constructivist teaching theory

Gao

Feng

et al. 2022

Preprint

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Hearing-impaired people are a vulnerable group in the transportation system. Due to the particularity of their hearing impairments, they face a more complex environment than non-hearing-impaired people when participating in road traffic, which threatens their safety. The safety of hearing-impaired teenagers crossing the street is an important and serious issue. However, there is no research on how to improve the risk perception of hearing-impaired teenagers when crossing the street. An intervention method based on constructivist teaching theory may become an important means to improve road traffic safety for hearing-impaired teenagers. By understanding the eye movement indicators and behavioural indicators of hearing-impaired teenagers when crossing the street, this paper proposes targeted street-crossing intervention methods to improve their risk perception of street crossing to ensure the safety of hearing-impaired teenagers. In this paper, two kinds of street-crossing scenes and 20 hearing-impaired teenagers are included in a randomized controlled experiment, and an approach based on the intervention method of constructivist teaching theory is proposed. The purpose is to conduct research on the safety of hearing-impaired teenagers when crossing the street. Based on an analysis of visual characteristics in different areas of interest (AOIs) and behavioural characteristics, the conclusions are as follows: (1) when hearing-impaired teenagers participate in street crossing, part of their attention is wasted in areas with fewer risk factors, and (2) the teaching method based on constructivist intervention measures can improve the risk perception ability of hearing-impaired teenagers when crossing the street.

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Characteristics of adolescents who intervene to stop the risky and dangerous behavior of their friends

Cited by 7 publications

References 36 publications

Determinants of Bullying at School Depending on the Type of Community: Ecological Analysis of Secondary Schools in Poland

Determinants of Bullying at School Depending on the Type of Community: Ecological Analysis of Secondary Schools in Poland

Bystander Intervention to Abusive Behavior on Social Networking Websites

A method to improve the street-crossing risk perception of hearing-impaired teenagers based on constructivist teaching theory

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