Expressed Readiness of Australian Schoolchildren to Act as Bystanders in Support of Children who are Being Bullied

Rigby, Ken; Johnson, Bruce

doi:10.1080/01443410500342047

Cited by 217 publications

(262 citation statements)

References 20 publications

Supporting

Mentioning

224

Contrasting

Unclassified

Order By: Relevance

“…Gender also plays a role in active defending or bystanding behavior, in that females were more likely to both actively defend and passively observe bullying episodes (Gini et al, 2008). Other research demonstrated that positive attitudes toward the victim was associated with greater helping behavior (Rigby & Johnson, 2006). This finding was further supported by additional research which showed increased observer liking for a victim as compared to a bully, particularly when the victim was considered a member of the observer's social circle (Gini, 2006).…”

Section: Bystander Behaviorsupporting

confidence: 74%

“…To date, the only studies to examine bystander intervention in bullying episodes have focused on traditional bullying behavior. Additionally, the limited research on bystander intervention in bullying episodes has focused on individual differences (Pozzoli & Gini, 2010), gender (Gini et al, 2008), attitudes toward the victims (Rigby & Johnson, 2006), social categorization processes and the likelihood of helping the in-group (Gini, 2006), and the effect of empathy and self-efficacy (Gini et al, 2007) as predictors of helping or offering support to a bullying victim.…”

Section: Bystander Behaviormentioning

confidence: 99%

See 1 more Smart Citation

Bystander Intervention in Cyberbullying

Brody

Vangelisti²

2015

Communication Monographs

129

View full text Add to dashboard Cite

Section: Bystander Behaviorsupporting

confidence: 74%

Section: Bystander Behaviormentioning

confidence: 99%

Bystander Intervention in Cyberbullying

Brody

Vangelisti²

2015

Communication Monographs

129

View full text Add to dashboard Cite

“…Αρκετές έρευνες αναφέρουν ότι το ποσοστό των συμμαθητών και συνομηλίκων που είναι θεατές επεισοδίων εκφοβισμού ανέρχεται στο 85%-88% του μαθητικού πληθυσμού (Atlas & Pepler, 1998· Hawkins, Pepler, & Craig, 2001. Οι μαθητές αυτοί, τις περισσότερες φορές, μπορεί να διαδραματίσουν αποφασιστικό ρόλο τόσο στην εκδήλωση όσο και στην αποτροπή μιας εκφοβιστικής κατάστασης (Rigby & Johnson, 2006). Οι Espelage και Swearer (2003) και ο Gini (2006Gini ( , 2007 υποστηρίζουν ότι ο σχολικός εκφοβισμός δεν αποτελεί μια στατική διπολική σχέση μεταξύ θύτη και θύματος, αλλά μια δυναμική κατάσταση, η οποία επηρεάζει ενεργά και σε σημαντικό βαθμό, όλα τα μέλη της σχολικής κοινότητας.…”

unclassified

Οι Ρόλοι Που Υιοθετούν Οι Μαθητές/Τριες Όταν Γίνονται Μάρτυρες Εκφοφισμού Στο Σχολείο Και Η Σχέση Τους Με Τις Πεποιθήσεις Ενσυναίσθησης Και Αυτεπάρκειας

Lihnou

Antonopoulou

2016

Ppej

View full text Add to dashboard Cite

Pupils' participant roles in bullying situations and their relation to perceptions of empathy and selfefficacyΤα αποτελέσματα έδειξαν ότι οι μαθητές, όταν είναι μάρτυρες εκφοβισμού στο σχολείο, τείνουν να υιοθετούν περισσότερο το ρόλο του υπερασπιστή των θυμάτων-συμμαθητών τους παρά τους ρόλους του ενισχυτή της βίας, του βοηθού του θύτη ή του αδιάφορου-αμέτοχου. Επιπλέον, βρέθηκε ότι οι πεποιθήσεις αυτεπάρκειας και ενσυναίσθησης των μαθητών ασκούν μέτρια αλλά σημαντική επίδραση στο είδος του συμμετοχικού ρόλου που επιλέγουν οι μαθητές να υιοθετήσουν, όταν γίνονται μάρτυρες περιστατικού εκφοβισμού στο σχολικό περιβάλλον. Τα ευρήματα της παρούσας έρευνας έχουν πολλές εκπαιδευτικές και ψυχοκοινωνικές επιπτώσεις, ιδιαίτερα στο πλαίσιο της αντιμετώπισης της βίας στο σχολικό περιβάλλον και για την καλύτερη κατανόηση του φαινομένου του σχολικού εκφοβισμού.Λέξεις κλειδιά: σχολικός εκφοβισμός, παριστάμενοι, συμμετοχικοί ρόλοι, πεποιθήσεις ενσυναίσθησης, πεποιθήσεις αυτεπάρκειας Summary. Pupils who observe bullying can adopt a number of different roles: (1) assistants, who join the bullies and bully the victim, (2) reinforcers, who support the bullies by cheering, (3) outsiders, who remain uninvolved with the bullying and (4) defenders, who try to help the victim. However, findings have shown that bystanders seldom act as defenders of the victims. Furthermore, research on bystander behaviour in bullying has shown that defender behaviour is related, among other things, to empathy, anti-bullying attitudes, high social status and selfefficacy. The present study sought to examine the participant roles that primary school pupils take when they are bystanders (assistants, reinforcers, outsiders, defenders) during school bullying events. Furthermore, it examines the degree to which perceptions of empathy and self-efficacy may influence pupils' bystander behaviours. Three hundred and sixty seven primary school pupils (172 boys and 195 girls) with mean age 10.53 years old (SD= 0.71) responded to the Greek version of three self-reported measures: a) the Participant Role Scale, b) the Basic Empathy Scale and c) Children's Self-Efficacy Scale. The results showed that the participant role with the highest frequency among the participating children is that of the

show abstract

“…However, self-reported intentions to intervene has been reported by over 50% of students (Rigby & Johnson, 2006). One of the primary reasons cited by students for their lack of intervention is lack of confidence in their ability to correctly deal with a bullying situation .…”

Section: Inclusion Of Components Encouraging Bystander Intervention mentioning

confidence: 99%

“…Using bullying scenarios to elicit intentions to intervene in bullying situations, Rigby and Johnson (2006) found that across gender and including both verbal and physical bullying, 53.5% of primary school students (mean age 11.5 years) reported that they would probably or certainly intervene. Although 31.5% of the children reported that they had fairly often or often actually intervened in the past, only 14.2% reported never previously intervening.…”

Section: Cyberbullyingmentioning

confidence: 99%

Bullying and mental health in children: development and evaluation of the ThinkSMART program, and an exploration of the pathways from victimisation to mental health difficulties

Wolfe¹

View full text Add to dashboard Cite

Bullying occurs when there is an imbalance of power between the bully and the victim, there are repeated negative actions against the victim, and there is a deliberate intention on the part of the bully to cause harm (Olweus, 1997;Slee, 1995). In recent years, there has been a surge in interest, publicity, and research in the area of bullying (Cook, Williams, Guerra, Kim and Sadek, 2010). Recent prevalence rates of bullying within Australia indicate that it is a significant problem, with 27% of children reporting being the victim of frequent bullying (Cross et al., 2009). Research has shown that being victimised is associated with low selfesteem, anxiety, depression, poor school achievement, loneliness and increased chance of further victimisation (Arseneault et al., 2008;Cassidy, 2009;Fisher et al., 2012;Gini & Pozzoli, 2009;Lereya et al., 2013; Zwierzynska, Wolke, & Lereya, 2013), while perpetrating bullying in childhood has been associated with an increased risk of later anti-social acts such as aggression, substance use and delinquency in addition to increased risk of depression and self-harm (Kaltiala-Heino, Frojd & Marttunen, 2010;Kaltiala-Heino, Rimpela, Rantanen, & Rimpela, 2000;Olweus, 1991;Winsper, Lereya, Zanarini & Wolke, 2012). The current research project aimed to develop and evaluate the efficacy of a brief anti-bullying schoolbased program utilising cognitive-behavioural principles and including skills of problem solving, perspective taking, help seeking and emotion regulation; the ThinkSMART program.This was achieved through three interconnected studies.Study 1 involved running a series of discussion groups with 45 students from grades 5 to 7 and 26 teaching staff drawn from two different primary schools. The discussion groups were asked a series of targeted questions to explore students' and teachers' understanding of bullying, to determine their experiences with bullying and anti-bullying initiatives, and their preferences for dealing with bullying problems. The feedback from this process was to be used to supplement the existing literature base and theory and to be incorporated in decisions regarding the development of the intervention program. Publications included in this thesisNo publications included. Contributions by others to the thesisDr Jeanie Sheffield (Principal Advisor) contributed to the conception, design and ongoing conduct of the project, as well as reading drafts and providing revisions and editing. TheThinkSMART program was developed predominantly by the author after discussion with Dr Sheffield about conceptual issues, format, and modes of delivery. Text and activities were developed by the author and were reviewed for understanding and applicability by Dr Teachers from participating primary schools assisted with distribution of questionnaires and participant recruitment for the discussion groups and intervention.Cover design for the ThinkSMART program manuals was produced by the author. Artwork was produced by Angela Randell.Provisionally registered postgraduate ...

show abstract

Expressed Readiness of Australian Schoolchildren to Act as Bystanders in Support of Children who are Being Bullied

Cited by 217 publications

References 20 publications

Bystander Intervention in Cyberbullying

Bystander Intervention in Cyberbullying

Οι Ρόλοι Που Υιοθετούν Οι Μαθητές/Τριες Όταν Γίνονται Μάρτυρες Εκφοφισμού Στο Σχολείο Και Η Σχέση Τους Με Τις Πεποιθήσεις Ενσυναίσθησης Και Αυτεπάρκειας

Bullying and mental health in children: development and evaluation of the ThinkSMART program, and an exploration of the pathways from victimisation to mental health difficulties

Contact Info

Product

Resources

About