Children’s intended responses to gender-based bullying as targets and bystanders

Bibliographic Data

ID7707644
AuthorsBritney G Brinkman (0000-0003-4217-4132, Chatham University, corresponding author), Lauren Manning (0000-0002-1138-1422, Chatham University)
Year2016
Volume23
Issue2
Pages221-235
Publication date2016-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueChildhood (JOURNAL)
Journal identifiersISSN: 0907-5682 • E-ISSN: 1461-7013
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0907568215595095
OpenAlexW2345266213
LanguageEN
Citations received4
References cited24

This study examines gender-based bullying from the perspective of targets and bystanders. A total of 64 children (36 boys and 28 girls; 67% African American) in grades 3–5 were given hypothetical gender-based bullying situations and answered questions regarding their appraisals, intended responses, and barriers to responding. Findings indicated there were significant differences in intended responses and perceived barriers among targets and bystanders. There were also gender differences such that bystander girls reported greater distress and more confidence than bystander boys. Implications for developing anti-bullying programs that offer more effective strategies that are tailored toward targets and bystanders of gender-based bullying are discussed

Bystander effect · Developmental psychology · Distress · Injury prevention · Poison control · Suicide prevention · Bullying, Victimization, and Aggression · Clinical Psychology · Gender Roles and Identity Studies · Human Factors and Ergonomics · Medicine · Psychology · Social Psychology · Youth Development and Social Support

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