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The bystander – a key participant in bullying. The role of factors that determine intervention

100%
Walczak-Człapińska K.
Psychologia Wychowawcza
|
2018
|
issue Special issue
102-114
EN
The paper discusses the subject of bullying, including bystander experiences. The phenomenon of peer bullying is a significant problem in terms of planning school-based prevention programmes in this area. In most theoretical and empirical studies, researchers describe bullying, focusing on the behaviour of bullies and victims, overlooking the key role of the bystander. The author of this article emphasises the important role of bystanders who, through their intervention, can contribute to the defence of victims, and thus to the reduction of bullying incidents. The article presents selected typologies of bystanders to bullying, emphasising the important role of bystanders who support the victim. In the paper reference was made to the author’s own research, the purpose of which was to gain a better insight into the determinants of taking intervention measures in bullying situations. The research was conducted using in-depth interviews conducted with 23 students aged 20–41. The determinants of intervening or abstaining from intervening are described.
2

Agresja w sieci - cyberbulling. Zagrożenie dla młodego pokolenia

88%
Bal E., Białonoga-Gosik M.
Biuletyn Edukacji Medialnej
|
2014
|
issue 1
20-32
EN
Cyberbullying is a form of peer bullying which has been noticed recently in our community. The name of the phenomenon indicates the use of electronic media in order to abuse and humiliate other people. It is stressed in the article that the phenomenon of cyberbullying is a universal process affecting cultures and countries all over the world. Each information society has experienced this phenomenon since the information and communication technologies, which werepreviously used in professional spheres, become commonplace in our homes. This article tries to show what the phenomenon of cyberbullying is and what consequences it brings about for potential victims, in this case, children and teenagers who are particularly vulnerable to its impact.
3
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Predictors and forms of intervention in peer bullying: pre-service teachers vs. teachers

88%
Pečjak S., Pirc T.
The New Educational Review
|
2015
|
vol. 39
264-276
EN
Research shows that teachers’ perceptions of peer bullying (PB) are an important predictor of their intervention. Therefore, the aims of the study were to find out i) how serious pre-service teachers and teachers find different types of PB, ii) how empathic to the victims and willing to intervene they are, iii) what predicts interventions in both groups and iv) what forms of intervention pre-service teachers and teachers would use regarding victims and perpetrators. Results suggest that teachers perceive all types of PB as more severe than pre-service teachers and are more willing to intervene earlier, but pre-service teachers show more empathy for the victims. The strongest predictor of intervention in both groups is beliefs about the severity of bullying, but their forms of intervention differ significantly. Implications of the study findings are also discussed.
4
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Peer bullying as a subject of adolescents’ analysis. a perspective of students identified by peers as violence perpetrators, victims, and prosocial students

88%
Tłuściak-Deliowska A.
Psychologia Wychowawcza
|
2018
|
vol. 56(14)
77-92
EN
The article focuses on a topic of peer bullying, considering experiences of witnesses. A phenomenon of peer bullying is a significant problem from a perspective of school prevention planning. In a majority of theoretical and practical studies, authors describe bullying, focusing on behaviors of perpetrators and victims, omitting a key role of witnesses of bullying. Author of the current article underlines an important role of third persons, who, in their own bold intervention can significantly affect victims defense and therefore can restrict bullying incidents. The article presents chosen typologies of bullying witnesses, underlying a meaning of the role of the witnesses who support victims. Own research is also described, whose aim was to get to know the conditions in which an intervention in a situation of peer bullying can occur. An experiment was conducted using a deepened interview with 23 students aged between 20 and 41 years old. A conditions favoring witnesses to intervene or not to intervene ware described.
5
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Witness – a key participant of peer bullying. A role of factors determining an intervention

88%
Walczak-Człapińska K.
Psychologia Wychowawcza
|
2018
|
vol. 56(14)
93-106
EN
The article focuses on a topic of peer bullying, considering experiences of witnesses. A phenomenon of peer bullying is a significant problem from a perspective of school prevention planning. In a majority of theoretical and practical studies, authors describe bullying, focusing on behaviors of perpetrators and victims, omitting a key role of witnesses of bullying. Author of the current article underlines an important role of third persons, who, in their own bold intervention can significantly affect victims defense and therefore can restrict bullying incidents. The article presents chosen typologies of bullying witnesses, underlying a meaning of the role of the witnesses who support victims. Own research is also described, whose aim was to get to know the conditions in which an intervention in a situation of peer bullying can occur. An experiment was conducted using a deepened interview with 23 students aged between 20 and 41 years old. A conditions favoring witnesses to intervene or not to intervene ware described.
6
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Bullying as a subject of adolescents’ analysis. The perspective of students identified by their peers as bullies, victims, and prosocial students

88%
Aleksandra T.-D.
Psychologia Wychowawcza
|
2018
|
issue Special issue
87-101
EN
The article focuses on a topic of peer bullying, considering experiences of witnesses. A phenomenon of peer bullying is a significant problem from a perspective of school prevention planning. In a majority of theoretical and practical studies, authors describe bullying, focusing on behaviors of perpetrators and victims, omitting a key role of witnesses of bullying. Author of the current article underlines an important role of third persons, who, in their own bold intervention can significantly affect victims defense and therefore can restrict bullying incidents. The article presents chosen typologies of bullying witnesses, underlying a meaning of the role of the witnesses who support victims. Own research is also described, whose aim was to get to know the conditions in which an intervention in a situation of peer bullying can occur. An experiment was conducted using a deepened interview with 23 students aged between 20 and 41 years old. A conditions favoring witnesses to intervene or not to intervene ware described.
7
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Świadek – kluczowy uczestnik dręczenia rówieśniczego (bullyingu). Rola czynników decydujących o podjęciu interwencji

63%
Karolina W.-C.
Psychologia Wychowawcza
|
2018
|
issue 56(14)
93-106
EN
The article focuses on a topic of peer bullying, considering experiences of witnesses. A phenomenon of peer bullying is a significant problem from a perspective of school prevention planning. In a majority of theoretical and practical studies, authors describe bullying, focusing on behaviors of perpetrators and victims, omitting a key role of witnesses of bullying. Author of the current article underlines an important role of third persons, who, in their own bold intervention can significantly affect victims defense and therefore can restrict bullying incidents. The article presents chosen typologies of bullying witnesses, underlying a meaning of the role of the witnesses who support victims. Own research is also described, whose aim was to get to know the conditions in which an intervention in a situation of peer bullying can occur. An experiment was conducted using a deepened interview with 23 students aged between 20 and 41 years old. A conditions favoring witnesses to intervene or not to intervene ware described.
PL
W artykule podjęto tematykę dręczenia rówieśniczego, uwzględniając doświadczenia świadków. Zjawisko dręczenia rówieśniczego jest istotnym problemem z perspektywy planowania szkolnej profilaktyki w tym zakresie. W większości studiów teoretycznych i empirycznych autorzy opisują bullying, koncentrując się na zachowaniach sprawców i ofiar, pomijając kluczową rolę świadków dręczenia. Autorka tego artykułu podkreśla ważną rolę osób postronnych, które poprzez własną zdecydowaną interwencję mogą znacząco przyczynić się do obrony ofiar, a tym samym do ograniczenia incydentów dręczenia. W artykule zaprezentowano wybrane typologie świadków bullyingu, podkreślając znaczenie roli świadków wspierających ofiary. Odwołano się do badań własnych, których celem było poznanie uwarunkowań interwencji w sytuacji dręczenia rówieśniczego. Badania przeprowadzono przy użyciu wywiadu pogłębionego, przeprowadzonego z 23 studentami w przedziale wiekowym 20–41 lat. Opisano uwarunkowania skłaniające świadków do podjęcia lub zaniechania interwencji.
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