Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms

By Christina Salmivalli, M. Voeten, E. Poskiparta. Journal of Clinical Child & Adolescent Psychology, 2011

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Cyberbullying involvement among students with ADHD: relation to loneliness, self-efficacy and social support (2015, background): “Email: talihe@openu.ac.il © 2014 Taylor & Francis European Journal of Special Needs Education, 2015 Vol. 30, No. 1, 15–29, http://dx.doi.org/10.1080/08856257.2014.943562 the cyberperpetrator, for example, by forwarding mean messages (Salmivalli, Voeten, and Poskiparta 2011).”
The Role of Classroom Peer Ecology and Bystanders’ Responses in Bullying (2015, background): “Perpetrators may be even more sensitive to the lack of peers’ reinforcing behaviors than to expressions of support for the victims, which may occur outside the bullies’ presence (29, 30).”
Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions? (2014, background): “The classroom differences can be partly explained by the degree to which classmates tend to reinforce bullying versus support and defend victimized peers (Nocentini, Menesini, & Salmivalli, 2013; Salmivalli et al., 2011).”
Automatic detection of cyberbullying in social media text (2018, background): “Based on the literature on role-allocation in cyberbullying episodes (Salmivalli et al., 2011; Vandebosch et al., 2006), four roles are distinguished, including victim, bully, and two types of bystanders.”