Dimensions of empathy and bystander intervention in bullying in elementary school.

Autor: Fredrick SS; University at Buffalo, the State University of New York, United States of America., Jenkins LN; Florida State University, United States of America. Electronic address: lnjenkins@fsu.edu., Ray K; Mattoon School District, United States of America.
Jazyk: angličtina
Zdroj: Journal of school psychology [J Sch Psychol] 2020 Apr; Vol. 79, pp. 31-42. Date of Electronic Publication: 2020 Apr 01.
DOI: 10.1016/j.jsp.2020.03.001
Abstrakt: The current study investigated associations among cognitive empathy, affective empathy, internalizing problems, and the five steps of the bystander intervention model (notice bullying events, interpret as an event requiring intervention, accept responsibility for intervening, know how to intervene, and act). Participants included 336 fourth and fifth grade students (58.9% boys) at a school in the Midwest region of the United States. Hierarchical regression analyses indicated that greater cognitive empathy was related to noticing bullying events, accepting responsibility to intervene, and knowing how to intervene. Affective empathy was significantly related to the actual act of intervention. Further, significant interactions revealed that affective empathy was positively associated with interpreting bullying as an event that required intervention at low and moderate levels of internalizing problems, but not at high levels of internalizing problems. Overall these findings underscore the need to examine the decision to intervene as the culmination of a series of steps as outlined in the bystander intervention model, with each step potentially influenced by a unique set of precursors.
(Copyright © 2020. Published by Elsevier Ltd.)
Databáze: MEDLINE
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