Bullying participant roles and gender as predictors of bystander intervention

2016 ◽  
Vol 43 (3) ◽  
pp. 281-290 ◽  
Author(s):  
Lyndsay N. Jenkins ◽  
Amanda B. Nickerson
Keyword(s):  
Bystander Intervention ◽  
Participant Roles ◽  
And Gender ◽  
Bullying Participant Roles

Bystander Intervention in Bullying: Role of Social Skills and Gender

2017 ◽  
Vol 39 (2) ◽  
pp. 141-166 ◽  
Author(s):  
Lyndsay N. Jenkins ◽  
Amanda B. Nickerson
Keyword(s):  
Social Skills ◽  
Structural Equation ◽  
Equation Model ◽  
Bystander Intervention ◽  
Intervention Model ◽  
Know How ◽  
Eighth Grade Students ◽  
Best Fitting ◽  
And Gender

The Bystander Intervention Model proposed by social psychologists Latané and Darley has been used to examine the actions of peer bystanders in bullying. The five-stage model consists of notice the event, interpret event as an emergency, accept responsibility for intervening, know how to intervene, and implement intervention decisions. The current study examined associations among gender, social skills, and the bystander intervention model among 299 sixth- to eighth-grade students. Analyses revealed that girls reported significantly greater cooperation and empathy, and noticed bullying events, interpreted them as an emergency, and intervened more often than boys. The best fitting structural equation model included both empathy and cooperation, with significant positive path coefficients between empathy and bystander intervention. Students with greater empathy were more likely to engage with each step of the model, except noticing the event. Assertiveness was positively associated and cooperation was negatively associated with greater knowledge of how to intervene.

Exploring the Role of Race and Gender on Perceived Bystander Ability and Intent: Findings Before and After Exposure to an Online Training Program to Prevent Sexual Assault on Campus

2018 ◽  
Vol 25 (8) ◽  
pp. 999-1017 ◽  
Author(s):  
Vicki L. Burns ◽  
Asia A. Eaton ◽  
Haiying Long ◽  
Dan Zapp
Keyword(s):  
Sexual Assault ◽  
Intervention Program ◽  
White Men ◽  
Bystander Intervention ◽  
Future Research ◽  
Gain Scores ◽  
Race And Gender ◽  
Before And After ◽  
And Gender

The current study explores the significance of race and gender on bystander attitudes before and after an online bystander intervention program to prevent sexual assault. A diverse sample of 750 college students participated in an online intervention and participants’ perceived bystander intervention ability and intent were assessed. The interaction of participant race and gender had a marginally significant impact on bystander ability and intent baseline scores. Furthermore, when analyzing gain scores from pre- to posttest, there was a significant race by gender interaction. Specifically, Latinx and Black men had higher preintervention scores, and White men had higher gains postintervention. Relevant cultural and social factors and directions for future research are discussed.

A “Defender Protective Effect” in Multiple-Role Combinations of Bullying Among Chinese Adolescents

2017 ◽  
Vol 35 (7-8) ◽  
pp. 1587-1609 ◽  
Author(s):  
Guanghui Chen ◽  
Wenjuan Zhang ◽  
Wenxin Zhang ◽  
Kirby Deater-Deckard
Keyword(s):  
Protective Effect ◽  
Social Preference ◽  
Peer Acceptance ◽  
Adaptive Strategy ◽  
Second Primary ◽  
Multiple Role ◽  
Peer Ratings ◽  
Participant Roles ◽  
And Gender ◽  
Participant Role

Although existing research has advanced our understanding of participant roles in bullying, it is limited by its focus on a single participant role and reliance on samples of children or adolescents in Western nations. Under a “multiple participant roles” perspective based on adaptive strategy hypothesis, the current study used a modified version of the Participant Role Scale approach to identify participant roles in 523 Chinese eighth graders (47.0% boys; M = 14.43) based on peer ratings using two role classification methods: single participant role (using standardized scores) and multiple participant role (using raw scores). First, the single-role method was used. Second, primary, secondary, and tertiary roles were assigned to each adolescent according to his or her three highest scores; they also were assigned to various combinations of roles. Associations between variation in bullying roles and peer social preference (i.e., peer acceptance and rejection) were examined. Overall, the results regarding single-role classification showed that the distribution of and gender differences in roles were consistent with previous studies of Western adolescents. Results regarding multiple-role classification revealed wide variation: primary roles, 85.3% of the sample; secondary roles, 54.2%; tertiary roles, 43.2%. Girls tended to occupy only one role, whereas boys occupied multiple roles. Furthermore, 11 role combinations were identified (e.g., probully-defender; probully-defender-outsider) that were dominated by boys, but also included some girls. Youth whose combination included the role of defender had higher peer acceptance and lower rejection, compared with those without the defender role—a “defender protective effect.” The findings have important implications for understanding and reducing bullying.

Sexual and Gender Minority Inclusivity in Bystander Intervention Programs to Prevent Violence on College Campuses: A Critical Review

2021 ◽  
pp. 152483802110216
Author(s):  
Katelyn T. Kirk-Provencher ◽  
Nichea S. Spillane ◽  
Melissa R. Schick ◽  
Sydney J. Chalmers ◽  
Courtney Hawes ◽  
...  
Keyword(s):  
Dating Violence ◽  
Critical Review ◽  
Personal Communication ◽  
College Campuses ◽  
Bystander Intervention ◽  
Intervention Programs ◽  
Gender Minority ◽  
Increased Risk ◽  
Sexual And Gender Minority ◽  
And Gender

Sexual and gender minority (SGM) individuals are at increased risk for experiencing sexual violence. Bystander intervention training programs are a first-line prevention recommendation for reducing sexual and dating violence on college campuses. Little is known regarding the extent to which SGM individuals are represented in the content of bystander intervention programs or are included in studies examining the effectiveness of bystander intervention programs. The present critical review aimed to fill this gap in knowledge. Twenty-eight empirical peer-reviewed evaluations of bystander intervention programs aimed at reducing dating violence or sexual assault on college campuses were examined. Three studies (10.7%) described including content representing SGM individuals in the program. Personal communication with study authors indicated that—although not mentioned in the publication—many programs describe rates of violence among SGM students. When describing the study sample, six studies (21.4%) indicated that transgender, nonbinary, or students classified as “other” were included in the research. Approximately two thirds of studies (67.9%) did not describe participants’ sexual orientation. No studies reported outcomes specifically among SGM individuals, and two (7.1%) mentioned a lack of SGM inclusion as a study limitation. Work is needed to better represent SGM individuals in the content of bystander intervention programs and ensure adequate representation of SGM individuals in studies examining the effectiveness of bystander intervention programs.

Executive functioning and bullying participant roles: Differences for boys and girls

2018 ◽  
Vol 17 (4) ◽  
pp. 521-537 ◽  
Author(s):  
Lyndsay N. Jenkins ◽  
Jaclyn E. Tennant ◽  
Michelle K. Demaray
Keyword(s):  
Executive Functioning ◽  
Participant Roles ◽  
Bullying Participant Roles
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