Bystander responses to bias-based bullying in schools: a developmental intergroup approach

Palmer, S. B. and Abbott, N. (2017) Bystander responses to bias-based bullying in schools: a developmental intergroup approach. Child Development Perspectives. ISSN 1750-8592. (In Press)

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Abstract

Research on bystander responses to bullying shows the valuable contribution that prosocial or defending bystander behaviours can have in reducing bullying in schools. We propose that a developmental intergroup approach (i.e., children’s developing understanding of social identities and related intergroup processes) is required to fully understand when and why children and adolescents do or do not help bullied peers in diverse contexts. We first review well-established theory and evidence from intergroup social exclusion literature to demonstrate the strength of a developmental intergroup approach when understanding responses to complex social scenarios across childhood and into adolescence. We then review recent evidence that demonstrates the importance of examining group membership, group identity and group norms to understand children and adolescents’ bystander responses in bias-based bullying contexts. Finally, we consider implications for school-based interventions and next steps for research on bystander responses in childhood and adolescence.

Item Type: Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology > BF0712 Developmental psychology
H Social Sciences > HM Sociology > HM1001 Social psychology
Divisions: Faculty of Social and Applied Sciences > School of Psychology, Politics and Sociology
Related URLs:
Depositing User: Nicola Abbott
Date Deposited: 30 Aug 2017 08:41
Last Modified: 12 Sep 2017 12:50
URI: https://create.canterbury.ac.uk/id/eprint/16258

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Last edited: 29/06/2016 12:23:00