Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?

Autor/in	Salmivalli, Christina
Titel	Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?
Quelle	In: Theory Into Practice, 53 (2014) 4, S.286-292 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2014.947222
Schlagwörter	Bullying; Peer Relationship; Empathy; Intervention; Victims; Responses; Peer Influence; Teacher Role; Reinforcement; School Safety; Group Dynamics; Program Effectiveness; Student Attitudes + Suchen Sie Ihr Suchwort? Mobbing; Peer-Beziehungen; Empathie; Victim; Opfer; Lehrerrolle; Positive Verstärkung; Gruppendynamik; Schülerverhalten
Abstract	This article provides a view of school bullying as a group phenomenon and practical implications stemming from this approach. The motivation for bullying perpetration often relates to one's social standing in the group. Peer bystanders are typically present when bullying takes place, often providing the perpetrators with social rewards. The more such rewards (e.g., laughing, cheering) are present and the less the victimized children are supported and defended, the more likely bullying is maintained in a classroom or a peer group. However, bystanders are not necessarily aware of the consequences of their responses when witnessing bullying, and they may not know how to support and defend vulnerable peers. In interventions aiming to reduce bullying, peer bystanders' awareness of their own role, their empathy toward victimized youth, as well as their self-efficacy related to defending those youth should be enhanced. Intervention evaluations have shown that changing bystander responses to bullying is a fruitful way to reduce bullying and victimization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10