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dc.contributor.authorBauman, Sheri
dc.contributor.authorYoon, Jina
dc.contributor.authorIurino, Charlotte
dc.contributor.authorHackett, Liam
dc.date.accessioned2020-09-15T20:17:49Z
dc.date.available2020-09-15T20:17:49Z
dc.date.issued2020-05-19
dc.identifier.citationBauman, S., Yoon, J., Iurino, C., & Hackett, L. (2020). Experiences of adolescent witnesses to peer victimization: The bystander effect. Journal of School Psychology, 80, 1-14.en_US
dc.identifier.pmid32540087
dc.identifier.doi10.1016/j.jsp.2020.03.002
dc.identifier.urihttp://hdl.handle.net/10150/643351
dc.description.abstractMany anti-bullying programs now emphasize the role of bystanders - youth who witness peer victimization. Using a large sample of adolescents (aged 12-18) from the United Kingdom who completed an online survey, the present study examined the types of bystander interventions, their outcomes, and reasons for intervening and not intervening. No significant group differences by any demographic group were found in intervening or not. Results showed that those who had a negative affective reaction when they witnessed bullying were more likely to intervene. Two intervening behaviors (telling the bully to stop and telling an adult) were the strongest predictors of positive results. The most frequently selected reason for not intervening was not knowing what to do, and for intervening, having prosocial and altruistic motives was most common. These and other results are discussed for theoretical and practical implications.en_US
dc.language.isoenen_US
dc.publisherPERGAMON-ELSEVIER SCIENCE LTDen_US
dc.rightsCopyright © 2020 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en_US
dc.subjectAnd adolescentsen_US
dc.subjectBystandersen_US
dc.subjectempathyen_US
dc.subjectInterventionen_US
dc.subjectPeer victimizationen_US
dc.titleExperiences of adolescent witnesses to peer victimization: The bystander effecten_US
dc.typeArticleen_US
dc.identifier.eissn1873-3506
dc.contributor.departmentUniv Arizonaen_US
dc.identifier.journalJournal of school psychologyen_US
dc.description.note24 month embargo; available online 19 May 2020en_US
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en_US
dc.eprint.versionFinal accepted manuscripten_US
dc.source.journaltitleJournal of school psychology
dc.source.volume80
dc.source.beginpage1
dc.source.endpage14
dc.source.countryUnited States


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