Tell the Teacher or Tell the Bully off: Children's Strategy Production for Bystanders to Bullying
| Autor: | Patrick F. Rock, Jodie A. Baird |
|---|---|
| Rok vydání: | 2011 |
| Předmět: |
Sociology and Political Science
education Cognition Peer relationships Affect (psychology) Peer relations Developmental psychology Prosocial behavior Intervention (counseling) Developmental and Educational Psychology Bystander effect Priming (media) Psychology Social psychology Social Sciences (miscellaneous) |
| Zdroj: | Social Development. 21:414-424 |
| ISSN: | 0961-205X |
| DOI: | 10.1111/j.1467-9507.2011.00627.x |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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