Literaturnachweis - Detailanzeige
| Autor/inn/en | Banyard, Victoria; Edwards, Katie; Greenberg, Patricia; Waterman, Emily; Jones, Lisa; Mitchell, Kimberly J. |
|---|---|
| Titel | Engaging or Disengaging: Understanding the Differences between Actionists and Unhelpful Bystanders among Youth Reacting to Peer Sexual Violence |
| Quelle | In: Journal of School Violence, 20 (2021) 4, S.597-610 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Banyard, Victoria) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1538-8220 |
| DOI | 10.1080/15388220.2021.2013249 |
| Schlagwörter | Intervention; Victims; Rape; Peer Relationship; Individual Differences; Student Surveys; Student Attitudes; Positive Attitudes; Prevention; At Risk Students; Prosocial Behavior; Comparative Analysis; Secondary School Students; Behavior Patterns |
| Abstract | A growing body of research examines variables that may improve or impede helpful bystander action to prevent peer sexual assault among adolescents. The current study examines how individual and relational variables distinguish youth who respond to sexual violence in unhelpful versus helpful ways. Students were given a survey to assess frequency of actions taken in response to four peer sexual violence situations. Helpful actions were more likely among students who endorsed positive bystander attitudes and who reported more proactive prevention behaviors and less likely among students who self-reported peer violence perpetration. The findings support bystander prevention efforts that change social norms, increase proactive behaviors, and promote responsibility for intervening. Effectiveness may be enhanced through tailored approaches for youth most at risk for unhelpful bystander responses. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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