Middle School Bullying as a Context for the Development of Passive Observers to the Victimization of Others

Cyberbullying in High Schools: A Study of Students' Behaviors and Beliefs about This New Phenomenon

“…Because friends have a strong influence on students' emotional, behavioral, and affective development (Bukowski, 2001;Nangle & Erdley, 2001), they can help reduce cybervictims' anxiety. Friends can also provide protection and coping advice to victims in the real world or in cyberspace (Hodges & Perry 1999;Jeffrey et al, 2001). As demonstrated by this study, one in four onlookers confronted the cyberbully directly, and over 35% tried to help or befriend the victim.…”

“…Previous research showed that victims of bullying usually lacked the social networks that could keep them from being victimized (Shaffer, 2000). Peers as silent acceptors contributed greatly to the establishment and maintenance of bullying systems (Jeffrey, Miller, & Linn, 2001). In addition, bullies tended to have more physical power than their victims (Olweus, 1994).…”

Examining School-Based Bullying Interventions Using Multilevel Discrete Time Hazard Modeling

“…Students missing on race/ethnicity (42.21%) and students in racial/ethnic categories too small to analyze (2.34%) are excluded from the analysis; however, when these students were included in previous analyses, results did not differ and because of this, our findings represent more conservative models. Gender is included in the model to account for the gendered effect of bullying – females experience indirect bullying, and males experience physical bullying (Jeffrey et al 2001; Swearer et al 2010) – and is coded as (0) male and (1) female. Grade of the student is a continuous measure and ranges from (0) kindergarten to (12) 12th grade to account for the differential rates of bullying by age (Jensen and Dieterich 2007; Monks et al 2009; Smith et al 2004).…”

“FearNot!”: a computer-based anti-bullying-programme designed to foster peer intervention

“…Even though bystanders sometimes show the courage to stand up for the victim, which is the case in about 10-20% of the bullying events (Hawkins et al 2001;Salmivalli et al 1996), the most common response is to ignore what is going on or even to sympathise with the bully rather than with the victim (Tapper and Boulton 2005). By providing attention and assistance to those who are bullies, bystanders contribute to the problem by inadvertently reinforcing the bully, and the bullying is more likely perpetuated (Jeffrey et al 2001;Rodkin 2004). The outcome is different when bystanders do intervene: Hawkins et al (2001) reported that in 57% of all cases the bullying actually stops.…”