Choosing to Be a Defender or an Outsider in a School Bullying Incident: Determining Factors and the Defending Process

Autor/inn/en	Chen, Li-Ming; Chang, Lennon Y. C.; Cheng, Ying-Yao
Titel	Choosing to Be a Defender or an Outsider in a School Bullying Incident: Determining Factors and the Defending Process
Quelle	In: School Psychology International, 37 (2016) 3, S.289-302 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034316632282
Schlagwörter	Bullying; Student Behavior; Student Role; Secondary School Students; Semi Structured Interviews; Student Responsibility; Affective Behavior; Victims; Student Characteristics; Peer Relationship; Intervention; Self Efficacy; Foreign Countries; Grade 7; Grade 8; Grade 9; Questionnaires; Coding; Taiwan + Suchen Sie Ihr Suchwort? Mobbing; Student behaviour; Schülerverhalten; Sekundarschüler; Affective disturbance; Active behaviour; Affektive Störung; Victim; Opfer; Peer-Beziehungen; Self-efficacy; Selbstwirksamkeit; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Fragebogen; Codierung; Programmierung
Abstract	This study examined the determinants of students' willingness to intervene in bullying incidents, as well as the process underlying students' defending behaviors. The participants were 24 students (12 defenders and 12 outsiders) recruited from six secondary schools in southern Taiwan. The study used semi-structured interviews to collect qualitative data and a grounded theory approach to analyse the data. The results showed that bystanders in bullying situations tended to assess the perceived severity of a bullying incident, personal responsibility, affective factors, victim characteristics, relationship with the victim, and other factors before committing to an intervention. This study found four possible phases of defending behavior: a) personal assessment affects a bystander's decision to act as a defender or an outsider; b) a defender evaluates the severity of a situation and the relationship with the bully to determine strategies for defending; c) defenders who come forward to intervene are interrogated or threatened by bullies; and d) defenders then reassess whether to intervene again. The results of this study suggest that bystander intervention programs can encourage students' personal responsibility, awareness of the severity of school bullying, improvement of interpersonal relationships, and self-efficacy to raise bystanders' willingness to defend a victim. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01