Exploring the impact of bullying on young bystanders

Bullying victimization and the social and emotional maladjustment of bystanders: A propensity score analysis

“…The few studies that have explored social and emotional maladjustment have found that bystanders reported increased emotional isolation, anxiety, depression, hostility, and paranoia (Hutchinson, 2012;Nishina & Juvonen, 2005;Rivers, Poteat, Noret, & Ashurst, 2009). Physiological (i.e., skin conductance and heart rate) and psychological reactions were comparable when individuals recalled witnessing bullying and when they recalled their own victimization; furthermore, reactions to witnessing bullying were similar to those associated with life threatening experiences such as natural disasters (Janson & Hazler, 2004).…”

“…Negative emotional responses such as feeling sick, bad, or sad and difficulty learning (i.e., emotional maladjustment) may occur for bystanders of bullying regardless of their victimization status. Indeed, previous research has found these emotional reactions for bystanders regardless of past victimization experiences (Hutchinson, 2012;Nishina & Juvonen, 2005;Rivers et al, 2009).…”

A pilot evaluation of the social validity of a bullying bystander program adapted for high school students

“…Results from this study are consistent with our prior work indicating students trained in the “aged‐up” STAC program reported increases in knowledge of bullying, knowledge of the STAC strategies, and confidence to intervene in bullying situations (Johnston et al, ). These findings are particularly important as research indicates students may not intervene in bullying situations because they do not know what to do (Forsberg, Samuelsson, & Thornberg, ; Hutchinson, ) and may have low levels of self‐efficacy related to their ability to intervene successfully (Chen, Chang, & Cheng, ; Thornberg, Landgren, & Wiman, ). Thus, increasing both knowledge and confidence are important components of bystander interventions designed to equip students to act as “defenders.”…”

Social Inclusion of Refugee and Native Peers Among Adolescents: It is the Language that Matters!

“…Further, facing social exclusion can have a negative impact on academic engagement and achievement (Buhs, Ladd, & Herald, ). Beyond this, intergroup social exclusion negatively influences the social and emotional development of other youth including those who exclude others and those who witness social exclusion (Hutchinson, ; Twenge, Baumeister, DeWall, Ciarocco, & Bartels, ). Children and adolescence who exclude someone or observe intergroup social exclusion might perpetuate prejudicial beliefs and discriminatory practices throughout adulthood (Abrams & Killen, ).…”