Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?
Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?
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DOI：
10.1080/00405841.2014.947222
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发表时间：
2014-10-02
影响因子：
3.2
通讯作者：
Salmivalli, Christina
中科院分区：
文献类型：
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作者：
Salmivalli, Christina
本文提供了一个观点，校园欺凌作为一种群体现象和实际影响，从这种方法产生。欺凌犯罪的动机往往与一个人在群体中的社会地位有关。当欺凌行为发生时，通常会有同伴旁观者在场，这往往会给施暴者带来社会奖励。这样的奖励越多（例如，如果儿童在课堂上受到欺凌（例如大笑、欢呼），受害儿童得到的支持和保护越少，教室或同伴群体中的欺凌行为就越有可能持续下去。然而，旁观者在目睹欺凌时不一定意识到他们的反应的后果，他们可能不知道如何支持和保护脆弱的同龄人。在旨在减少欺凌行为的干预措施中，应提高同伴旁观者对自己角色的认识、对受害青年的同情心以及与保护这些青年有关的自我效能。干预评估表明，改变旁观者对欺凌的反应是减少欺凌和受害的有效方法。
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.