Contributions of Personal and Situational Factors to Bystanders' Reactions to School Bullying

By Insoo Oh, Richard J. Hazler. 2009

201 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/80a85f29f2955d656c5a4978cbf20de7bb7cb662

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In Developmental and Educational Psychology

In Safety Research

In Social Psychology

Citations in the corpus

From normative influence to social pressure: how relevant others affect whether bystanders join in cyberbullying (2016, background): “Bullies have been identified as more likely to engage in reinforcing bystander behaviour in traditional bullying (Oh & Hazler, 2009), and as more likely to feel pressured to join in bullying, due to processes of (self-)labelling (Burns et al., 2008) and the desire to maintain an aggressive…”
Bystander Intervention in Cyberbullying (2016, background): “In bullying episodes that occur offline, bystanders are more likely to exhibit helping behavior, such as defending the victim, when they feel a sense of closeness to the bullying target (Oh & Hazler, 2009).”
What difference do bystanders make? The association of bystander involvement with victim outcomes in a community sample (2015, background): “Complex bullying, which involves both physical and verbal bullying, creates a situation in which bystanders are less likely to defend victims (Oh & Hazler, 2009).”
When is a bystander not a bystander? A typology of the roles of bystanders in workplace bullying (2012, background): “Oh and Hazler (2009) observe that bystanders, often the majority of actors in a bullying situation, can take on a variety of roles which may include changing the power dynamics.”
Individual Motivations and Characteristics Associated With Bystander Intervention During Bullying Episodes Among Children and Youth (2012, unknown): “%) report witnessing bullying episodes (Molcho et al., 2009; Oh & Hazler, 2009; Rivers, Poteat, Noret, & Ashurst, 2009; Salmivalli, Lagerspetz, Björkqvist, Österman, & Kaukiainen, 1996).”
Definitions of school bullying in Taiwan: A comparison of multiple perspectives (2011, unknown): “…of bullying and minimize its negative impacts on students’ physical and mental health (Andreou & Bonoti, 2010; Boulton, Smith, & Cowie, 2010; Cheng, Chen, Liu, & Chen, 2011; Larochette, Murphy, & Craig, 2010; Murray-Harvey & Slee, 2010; Oh & Hazler, 2009; Shin, 2010; Von Marées & Petermann, 2010).”
Revisiting the whole-school approach to bullying: Really looking at the whole school (2012, background): “Unfortunately, this last role is rarely adopted by children: The actions of peers in the vicinity of bullying incidents typically support the bullying behavior rather than stop it (Oh & Hazler, 2009; Salmivalli, 1999).”
Bystanders to bullying: fourth- to seventh-grade students’ perspectives on their reactions (2014, background): “…(Gini et al. 2008), general self-efficacy (Rigby and Johnson 2006), sense of personal responsibility (Pozzoli and Gini 2010, 2013), coping strategies (Pozzoli and Gini 2010, 2013) and friendship (Oh and Hazler 2009) as factors that influence how students act when witnessing bullying in school.”