The Interplay between Bystanders' Intervention Styles: An Examination of the "Bullying Circle" Approach

Autor/inn/en	Levy, Michal; Gumpel, Thomas P.
Titel	The Interplay between Bystanders' Intervention Styles: An Examination of the "Bullying Circle" Approach
Quelle	In: Journal of School Violence, 17 (2018) 3, S.339-353 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2017.1368396
Schlagwörter	Audiences; Intervention; Bullying; Prevention; Aggression; Correlation; Models; Victims; Adolescents; Foreign Countries; Middle School Students; High School Students; Data Analysis; Help Seeking; Student Participation; Student Role; Questionnaires; Factor Analysis; Incidence; Regression (Statistics); Statistical Analysis; Israel + Suchen Sie Ihr Suchwort? Spectator; Zuschauer; Mobbing; Prävention; Vorbeugung; Korrelation; Analogiemodell; Victim; Opfer; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Auswertung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Fragebogen; Faktorenanalyse; Vorkommen; Regression; Regressionsanalyse; Statistische Analyse
Abstract	This study explores correlations between bystanders' intervention styles by means of the bullying circle model. Three aims were examined in this study. First, we reevaluated the number and type of bystander intervention styles in aggressive school incidents. Second, we examined the association between reports of relational aggression and victimization and bystander intervention styles. Third, we estimated relationships between the different bystander intervention styles, by examining two directional paths. Participants were 1,518 adolescents (61.9% boys, 38.1% girls) from 15 Israeli religious and secular middle and high schools. The data analysis indicated two new intervention styles: help-seeker and passive bystander. Two structural models, illustrating the path leading to and from provictim and antivictim bystander intervention styles are presented. The distinction between the "participant-role approach" and the bullying circle is discussed in order to address the theoretical difference between social categorization of fixed bystander roles as opposed to rating bystander intervention styles on a continuum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01