Observing Bullying at School: The Mental Health Implications of Witness Status

By I. Rivers. 2009

476 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8e0c6d8a10b15261f56de64eb687a58517acaa97

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. J. Polanin
2. Robert Thornberg
3. Christina Salmivalli
4. Silja Saarento
5. Dorothy Espelage
6. Mary Helen Collen
7. Britton L. Schnurr
8. Marcus Samuelsson

In Developmental and Educational Psychology

1. Robert Thornberg
2. Dorothy Espelage
3. J. Polanin
4. Silja Saarento
5. Marcus Samuelsson
6. Camilla Forsberg
7. Amanda B. Nickerson
8. Sebastian Wachs

In Social Psychology

1. Robert Thornberg
2. Dorothy Espelage
3. J. Polanin
4. Christina Salmivalli
5. Silja Saarento
6. Amanda B. Nickerson
7. Sebastian Wachs
8. Mary Helen Collen

Citations in the corpus

• Perceptions of School Climate as a Function of Bullying Involvement (2014, background): “Although bullying can occur throughout the lifespan, it occurs most frequently in grades 4 through 7 (Eslea & Rees, 2001), with a peak in middle school (Dinkes et al., 2009; Rivers et al., 2009).”
• Moral disengagement and emotional and social difficulties in bullying and cyberbullying: differences by participant role (2012, background): “Finally, simply observing bullying in school as a bystander seems to predict risk for mental health problems (Rivers et al. 2009).”
• Bystanders to bullying: fourth- to seventh-grade students’ perspectives on their reactions (2014, background): “…(Olweus 1993) and is a prevalent problem in schools (e.g. Borntrager et al. 2009; Eslea et al. 2004; Lambert et al. 2008), with negative health and psychosocial consequences for students who are directly involved (e.g. Rivers et al. 2009; Stavrinides et al. 2011; West, Sweeting, and Young 2010).”
• The Role of Classroom Peer Ecology and Bystanders’ Responses in Bullying (2015, background): “(3), bullying can also adversely affect students who witness it (4).”
• A Meta-Analysis of School-Based Bullying Prevention Programs' Effects on Bystander Intervention Behavior (2012, background): “…large-scale study conducted in the United Kingdom found that compared to perpetrators, bystanders were at elevated risk for nonclinical outcomes (i.e., interpersonal sensitivity), and compared to victims bystanders were more likely to have elevated levels of substance abuse (Rivers et al., 2009).”