The effect of empathy on involving in bullying behavior

Dodaj, Arta; Sesar, Kristina; Barišić, Marijana; Pandža, Maja

doi:10.5457/p2005-114.66

Cited by 7 publications

(8 citation statements)

References 29 publications

(47 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some studies show that young defenders have a high level of empathy toward victims, particularly the affective component, which contributes to pro-social behavior (Davis, 1994). Activities in this part of the program make use of those cognitive and affective empathy techniques which have been successfully used in education and training to increase positive interpersonal attitudes in different social contexts (Batson et al, 1997;Dodaj. Sesar, Barisic, & Pandza, 2012;Wo´jcik & Popiolek, 2014).…”

Section: Part 3-empathetic Perception Of Excluded Individualsmentioning

confidence: 99%

Meeting the Needs of Young Adolescents: ABBL Anti-Bullying Program During Middle School Transition

Wójcik¹,

Hełka

2018

Psychol Rep

View full text Add to dashboard Cite

This article introduces ABBL, the anti-bullying program for the transition to middle school, which was designed as a free, feasible, and easily applicable solution for teachers who, for any reason, cannot take advantage of comprehensive anti-bullying school-based programs. The ABBL, based on the identification of the causal risk factors and mechanisms that lead to bullying, aims to influence the peer group in such a way that students do not reward antisocial behaviors and are, instead, able to create supportive class atmospheres and strong networks of personal attachments. The evaluation of the program effectiveness showed that it reduced bullying in the classroom. Indications for wider implementations are presented together with the ready-to-use ABBL anti-bullying program (see http://blizej.org/abbl-antibullying-program/ ).

show abstract

Section: Part 3-empathetic Perception Of Excluded Individualsmentioning

confidence: 99%

Meeting the Needs of Young Adolescents: ABBL Anti-Bullying Program During Middle School Transition

Wójcik¹,

Hełka

2018

Psychol Rep

View full text Add to dashboard Cite

show abstract

“…The results of the research on the relationship between empathy and bullying are less consistent and may differ according to assessment methods, participants' gender or components of empathy. Recent literature reviews have shown that most studies found a negative correlation between cognitive and, in particular, affective empathy and overall bullying (22,23). Less is known about the association of empathy with different bystander roles.…”

Section: Introductionmentioning

confidence: 99%

Empathy and Moral Disengagement as Predictors of Bystander Roles in School Bullying

Raboteg-Šarić

Bartaković²

2019

CEJoP

View full text Add to dashboard Cite

Objective -The aims of this study were to explore bystander roles based on the Participant Role Questionnaire (PRQ) and to determine the contribution of affective empathy and moral disengagement in explaining bystander roles in bullying. Methods -The sample included 325 elementary school students aged 11-16 years old. Students' involvement in different bystander roles was assessed by subscales adapted from the PRQ, and their individual characteristics were measured by the Emotional Empathy Scale and the adapted version of the Moral Disengagement Scale. Results -The factor analysis revealed a five-factor structure of bystander role scales (assistant, reinforcer, defender, aggressive defender and outsider). The Outsider scale did not show satisfactory reliability. Boys had significantly higher scores on assisting the bully, whereas girls had significantly higher scores on defending the victim. Reinforcing the bully increased with students' age, while defending the victim decreased with age. Hierarchical regression analyses revealed that, after controlling for the effects of bystanders' gender and age, emotional empathy had significant positive effects on defender and aggressive defender roles, and a significant negative effect on the reinforcer role. Moral disengagement was a significant positive predictor of assistant, reinforcer and aggressive defender roles, and a negative predictor of the defender role. Conclusion -Bystanders' affective empathy and moral disengagement are important determinants of their behaviour in bullying situations. The validity of differentiating between the roles of assertive and aggressive defenders is confirmed.

show abstract

“…Hence, skills training should include approaches that are affective and relationally based (Heidgerken et al 2004). Developing skills of empathising is an important foundation for planning interventions as the affective component of empathy plays an important role in bullies' behaviour (Dodaj et al 2013). Parent guidance and intervention programmes should focus on multiple aspects of parenting such as monitoring, nurturing, clear communication about norms and expectations for early-adolescent behaviour (Windle et al 2010).…”

Section: Discussionmentioning

confidence: 99%

“…In bullies the affective component of empathy plays an important role in their behaviour. (Dodaj et al 2013).…”

Section: Future Researchmentioning

confidence: 95%

Attachment, parenting styles and bullying during pubertal years

Watt¹

2014

Journal of Child & Adolescent Mental Health

View full text Add to dashboard Cite

Research that focuses on combining attachment, parenting styles, bullying and the reciprocal nature thereof in the parent-adolescent and peer relationships is limited. The bio-psychosocial changes that adolescents experience open up broader social realities and are perceived differently by parents and adolescents. Attachment processes and parenting styles may elicit dissimilar perceptions. These processes are also associated with the multifaceted dynamics of bullying. The aim of the article is to advocate for research on the possible link between the implications of attachment, parenting styles and bullying. Exploring the association between attachment, parenting styles and bullying can deepen the understanding of the developmental challenges within the parent-adolescent relationship, add insight to the different perceptions of adolescents and parents, and complement intervention programmes accordingly. Firstly, this article outlines bio-psychosocial changes in the pubertal years as related to the social realities of the adolescent. Secondly, a discussion on the concepts 'attachment', 'parenting styles', 'bullying', and the potential link between these concepts will follow. Thirdly, an outline of the clinical implications of the apparent association between these concepts is given. The article concludes with recommendations that researchers can consider while exploring the relationship between attachment, parenting styles, and bullying and the delineation thereof in the parent-adolescent relationship.

show abstract

The effect of empathy on involving in bullying behavior

Cited by 7 publications

References 29 publications

Meeting the Needs of Young Adolescents: ABBL Anti-Bullying Program During Middle School Transition

Meeting the Needs of Young Adolescents: ABBL Anti-Bullying Program During Middle School Transition

Empathy and Moral Disengagement as Predictors of Bystander Roles in School Bullying

Attachment, parenting styles and bullying during pubertal years

Contact Info

Product

Resources

About