Tell the Teacher or Tell the Bully off
Children's Strategy Production for Bystanders to Bullying
Bibliographic Data
| ID | 12686152 |
|---|---|
| Authors | Patrick F Rock (University of California, Los Angeles, corresponding author), Jodie A Baird (Swarthmore College) |
| Year | 2011 |
| Volume | 21 |
| Issue | 2 |
| Pages | 414-424 |
| Publication date | 2011-08-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Development (JOURNAL) |
| Journal identifiers | ISSN: 1467-9507 • E-ISSN: 0961-205X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-9507.2011.00627.x |
| OpenAlex | W1525781412 |
| Language | EN |
| Citations received | 10 |
| References cited | 22 |
Although children's reticence to intervene as bystanders to bullying is well established, the reasons for their inaction remain unclear. One possibility is that they are incapable of generating appropriate response strategies in these situations. This study examined the number and type of strategies children (N = 104, 6–11 years) could generate for bystanders to a variety of bullying situations. Across bullying situations, older children generated more strategies than did younger children. Children most often suggested that the bystander confront the bully directly, followed by the suggestion that the bystander find a teacher for help or comfort the victim. An exclusion incident prompted more frequent proposals that the bystander help by comforting the victim while a pushing incident prompted more frequent appeals to a teacher. A priming story about a peer bystander intervening successfully in a bullying incident boosted strategy production in girls but did not affect boys
Affect (linguistics · Bystander effect · Developmental psychology · Priming (agriculture · Variety (cybernetics · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Communication · Education Discipline and Inequality · Psychology · Social Psychology
Deciding whether to look after them, to like it, or leave it
Standing up to bullying
Perceived effectiveness of bystander behavior as a function of the context of bullying, grade level, and gender
Defending victimized peers in unique ways
Defending victims of cyberbullying
Experiences of adolescent witnesses to peer victimization
Peer defending as a multidimensional behavior
Youth’s Expectations for Their Teacher’s Handling of Peer Victimization and Their Socioemotional Development
Bystander Intervention in Bullying
Bullying in Elementary Schools
Peer involvement in bullying
What Does It Take to Stand Up for the Victim of Bullying?
Observations of Bullying in the Playground and in the Classroom
Observations of Bullying in the Classroom
Determinants of adolescents’ active defending and passive bystanding behavior in bullying
Aggression, social cognitions, anger and sadness in bullies and victims
Daily Reports of Witnessing and Experiencing Peer Harassment in Middle School
Unique and Interactive Effects of Empathy and Social Status on Involvement in Bullying
Naturalistic Observations of Peer Interventions in Bullying
Understanding and Preventing Bullying
Social cognition and moral cognition in bullying
Coping with bullying at school
Moral emotions and bullying
Bullying as a group process
Development during adolescence
Group inhibition of bystander intervention in emergencies
| Unique citing works | 10 |
|---|---|
| Citations per year | 1 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |