A Review of Interventions to Combat Bullying: From the Perspective of Bystander

Research Article
Open access

A Review of Interventions to Combat Bullying: From the Perspective of Bystander

Yuzhou Xiong 1*
  • 1 Nanchang University    
  • *corresponding author xiongyuzhou@email.ncu.edu.cn
Published on 26 October 2023 | https://doi.org/10.54254/2753-7048/18/20231313
LNEP Vol.18
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-061-5
ISBN (Online): 978-1-83558-062-2​

Abstract

School bullying is a widespread issue with significant consequences for all individuals involved, including bullies, victims, and bystanders. Bystanders, who witness bullying situations, play a crucial role in intervention programs aiming to address this problem effectively. This review examines three interventions that specifically target bystanders, aiming to empower and train students to become defenders against bullying. The interventions discussed are the STAC program, the KiVa anti-bullying program, and the NoTrap! anti-bullying program. By focusing on equipping bystanders with effective strategies, these interventions aim to prevent and combat bullying incidents. This review discusses the development and effectiveness of these programs, emphasizing the importance of bystander perspectives in bullying prevention. Overall, empowering bystanders represents a promising strategy to prevent and combat bullying, and further research and intervention development from the bystander perspective are encouraged.

Keywords:

bullying, school, intervention, bystander

Xiong,Y. (2023). A Review of Interventions to Combat Bullying: From the Perspective of Bystander. Lecture Notes in Education Psychology and Public Media,18,187-193.
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References

[1]. Smith, P. K., Catalano, R., JUNGER-TAS, J. J., SLEE, P. P., MORITA, Y., & OLWEUS, D. (Eds.). (1999). The nature of school bullying: A cross-national perspective. Psychology Press, 7-27.

[2]. Dake, J. A., Price, J. H., & Telljohann, S. K. (2003). The nature and extent of bullying at school. Journal of school health, 73(5), 173-180.

[3]. Jimerson, S. R., Swearer, S. M., & Espelage, D. L. (Eds.). (2009). Handbook of bullying in schools: An international perspective.

[4]. Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Jama, 285(16), 2094-2100.

[5]. Haynie, D. L., Nansel, T., Eitel, P., Crump, A. D., Saylor, K., Yu, K., & Simons-Morton, B. (2001). Bullies, victims, and bully/victims: Distinct groups of at-risk youth. The Journal of Early Adolescence, 21(1), 29-49.

[6]. Marini, Z. A., Dane, A. V., Bosacki, S. L., & CURA, Y. (2006). Direct and indirect bully‐victims: Differential psychosocial risk factors associated with adolescents involved in bullying and victimization. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 32(6), 551-569.

[7]. Unnever, J. D. (2005). Bullies, aggressive victims, and victims: Are they distinct groups? Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 31(2), 153-171.

[8]. Juvonen, J., Wang, Y., & Espinoza, G. (2011). Bullying experiences and compromised academic performance across middle school grades. The Journal of Early Adolescence, 31(1), 152-173.

[9]. Berthold, K. A., & Hoover, J. H. (2000). Correlates of bullying and victimization among intermediate students in the Midwestern USA. School Psychology International, 21(1), 65-78.

[10]. Kaltiala-Heino, R., Rimpelä, M., Rantanen, P., & Rimpelä, A. (2000). Bullying at school—an indicator of adolescents at risk for mental disorders. Journal of adolescence, 23(6), 661-674.

[11]. Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School psychology review, 23(2), 165-174.

[12]. Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24(4), 211.

[13]. Due, P., Holstein, B. E., Lynch, J., Diderichsen, F., Gabhain, S. N., Scheidt, P., & Currie, C. (2005). Bullying and symptoms among school-aged children: international comparative cross sectional study in 28 countries. European journal of public health, 15(2), 128-132.

[14]. Doumas, D. M., Midgett, A., & Watts, A. D. (2019). The impact of a brief, bullying bystander intervention on internalizing symptoms: Is gender a moderator of intervention effects? School psychology international, 40(3), 275-293.

[15]. Rueger, S. Y., & Jenkins, L. N. (2014). Effects of peer victimization on psychological and academic adjustment in early adolescence. School Psychology Quarterly, 29(1), 77.

[16]. Schwartz, D., Dodge, K. A., Coie, J. D., Hubbard, J. A., Cillessen, A. H., Lemerise, E. A., & Bateman, H. (1998). Social-cognitive and behavioral correlates of aggression and victimization in boys’ play groups. Journal of abnormal child psychology, 26, 431-440.

[17]. Awiria, O. (1994). Bullying at school-what we know and what we can do.

[18]. Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 22(1), 1-15.

[19]. Espelage, D., Green, H., & Polanin, J. (2012). Willingness to intervene in bullying episodes among middle school students: Individual and peer-group influences. The Journal of Early Adolescence, 32(6), 776-801.

[20]. Salmivalli, C., Laninga‐Wijnen, L., Malamut, S. T., & Garandeau, C. F. (2021). Bullying prevention in adolescence: Solutions and new challenges from the past decade. Journal of Research on Adolescence, 31(4), 1023-1046.

[21]. Salmivalli, C. (2014). Participant roles in bullying: How can peer bystanders be utilized in interventions? Theory into practice, 53(4), 286-292.

[22]. Gage, N. A., Prykanowski, D. A., & Larson, A. (2014). School climate and bullying victimization: a latent class growth model analysis. School psychology quarterly, 29(3), 256.

[23]. Lodge, J., & Frydenberg, E. (2005). The role of peer bystanders in school bullying: Positive steps toward promoting peaceful schools. Theory into practice, 44(4), 329-336.

[24]. Lynn Hawkins, D., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social development, 10(4), 512-527.

[25]. Hutchinson, M. (2012). Exploring the impact of bullying on young bystanders. Educational Psychology in practice, 28(4), 425-442.

[26]. Garrity, C. (2004). Bully-proofing your school: Teacher’s manual and lesson plans. Sopris West.

[27]. Midgett, A., Doumas, D., Sears, D., Lundquist, A., & Hausheer, R. (2015). A bystander bullying psychoeducation program with middle school students: A preliminary report. The Professional Counselor.

[28]. Midgett, A., & Doumas, D. M. (2016). Training elementary school students to intervene as peer-advocates to stop bullying at school: A pilot study. Journal of Creativity in Mental Health, 11(3-4), 353-365.

[29]. Midgett, A., Moody, S. J., Reilly, B., & Lyter, S. (2017). The phenomenological experience of student‐advocates trained as defenders to stop school bullying. The Journal of Humanistic Counseling, 56(1), 53-71.

[30]. Midgett, A., Doumas, D. M., Trull, R., & Johnson, J. (2017). Training students who occasionally bully to be peer advocates: Is a bystander intervention effective in reducing bullying behavior? Journal of Child and Adolescent Counseling, 3(1), 1-13.

[31]. Johnston, A. D., Midgett, A., Doumas, D. M., & Moody, S. (2018). A mixed methods evaluation of the “aged-up” STAC bullying bystander intervention for high school students. The Professional Counselor.

[32]. Doumas, D. M., Midgett, A., & Watts, A. D. (2019). A pilot evaluation of the social validity of a bullying bystander program adapted for high school students. Psychology in the Schools, 56(7), 1101-1116.

[33]. Doumas, D. M., Midgett, A., & Watts, A. D. (2019). The impact of a brief, bullying bystander intervention on internalizing symptoms: Is gender a moderator of intervention effects? School psychology international, 40(3), 275-293.33.

[34]. Watts, A. D., Doumas, D. M., & Midgett, A. (2019). Efficacy of a brief, school‐based bystander bullying intervention on high school students’ alcohol use. Journal of Addictions & Offender Counseling, 40(2), 66-83.

[35]. Midgett, A., Doumas, D. M., Johnston, A., Trull, R., & Miller, R. (2018). Rethinking bullying interventions for high school students: A qualitative study. Journal of Child and Adolescent Counseling, 4(2), 146-163.

[36]. Doumas, D. M., Midgett, A., & Peck, M. (2022). Gender Differences in Defending Behavior among Elementary School Students Trained in a Bullying Bystander Program: Is Self-Esteem a Moderator? Journal of Applied School Psychology, 1-24.

[37]. Moran, M., Midgett, A., Doumas, D. M., Porchia, S., & Moody, S. (2019). A mixed method evaluation of a culturally adapted, brief, bullying bystander intervention for middle school students. Journal of child and adolescent counseling, 5(3), 221-238.

[38]. Salmivalli, C., Kärnä, A., & Poskiparta, E. (2010). From peer putdowns to peer support: A theoretical model and how it translated into a national anti-bullying program.

[39]. Salmivalli, C., Kärnä, A., & Poskiparta, E. (2011). Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied. International Journal of Behavioral Development, 35(5), 405-411.

[40]. Garandeau, C. F., Laninga-Wijnen, L., & Salmivalli, C. (2022). Effects of the KiVa anti-bullying program on affective and cognitive empathy in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 51(4), 515-529.

[41]. Palladino, B. E., Nocentini, A., & Menesini, E. (2016). Evidence‐based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials. Aggressive behavior, 42(2), 194-206.

[42]. Zambuto, V., Stefanelli, F., Palladino, B. E., Nocentini, A., & Menesini, E. (2022). The effect of the NoTrap! Antibullying program on ethnic victimization: When the peer educators’ immigrant status matters. Developmental psychology, 58(6), 1176.

Cite this article

Xiong,Y. (2023). A Review of Interventions to Combat Bullying: From the Perspective of Bystander. Lecture Notes in Education Psychology and Public Media,18,187-193.

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Volume title: Proceedings of the 4th International Conference on Educational Innovation and Philosophical Inquiries

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Conference date: 7 August 2023
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Volume number: Vol.18
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References

[1]. Smith, P. K., Catalano, R., JUNGER-TAS, J. J., SLEE, P. P., MORITA, Y., & OLWEUS, D. (Eds.). (1999). The nature of school bullying: A cross-national perspective. Psychology Press, 7-27.

[2]. Dake, J. A., Price, J. H., & Telljohann, S. K. (2003). The nature and extent of bullying at school. Journal of school health, 73(5), 173-180.

[3]. Jimerson, S. R., Swearer, S. M., & Espelage, D. L. (Eds.). (2009). Handbook of bullying in schools: An international perspective.

[4]. Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Jama, 285(16), 2094-2100.

[5]. Haynie, D. L., Nansel, T., Eitel, P., Crump, A. D., Saylor, K., Yu, K., & Simons-Morton, B. (2001). Bullies, victims, and bully/victims: Distinct groups of at-risk youth. The Journal of Early Adolescence, 21(1), 29-49.

[6]. Marini, Z. A., Dane, A. V., Bosacki, S. L., & CURA, Y. (2006). Direct and indirect bully‐victims: Differential psychosocial risk factors associated with adolescents involved in bullying and victimization. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 32(6), 551-569.

[7]. Unnever, J. D. (2005). Bullies, aggressive victims, and victims: Are they distinct groups? Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 31(2), 153-171.

[8]. Juvonen, J., Wang, Y., & Espinoza, G. (2011). Bullying experiences and compromised academic performance across middle school grades. The Journal of Early Adolescence, 31(1), 152-173.

[9]. Berthold, K. A., & Hoover, J. H. (2000). Correlates of bullying and victimization among intermediate students in the Midwestern USA. School Psychology International, 21(1), 65-78.

[10]. Kaltiala-Heino, R., Rimpelä, M., Rantanen, P., & Rimpelä, A. (2000). Bullying at school—an indicator of adolescents at risk for mental disorders. Journal of adolescence, 23(6), 661-674.

[11]. Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School psychology review, 23(2), 165-174.

[12]. Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24(4), 211.

[13]. Due, P., Holstein, B. E., Lynch, J., Diderichsen, F., Gabhain, S. N., Scheidt, P., & Currie, C. (2005). Bullying and symptoms among school-aged children: international comparative cross sectional study in 28 countries. European journal of public health, 15(2), 128-132.

[14]. Doumas, D. M., Midgett, A., & Watts, A. D. (2019). The impact of a brief, bullying bystander intervention on internalizing symptoms: Is gender a moderator of intervention effects? School psychology international, 40(3), 275-293.

[15]. Rueger, S. Y., & Jenkins, L. N. (2014). Effects of peer victimization on psychological and academic adjustment in early adolescence. School Psychology Quarterly, 29(1), 77.

[16]. Schwartz, D., Dodge, K. A., Coie, J. D., Hubbard, J. A., Cillessen, A. H., Lemerise, E. A., & Bateman, H. (1998). Social-cognitive and behavioral correlates of aggression and victimization in boys’ play groups. Journal of abnormal child psychology, 26, 431-440.

[17]. Awiria, O. (1994). Bullying at school-what we know and what we can do.

[18]. Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 22(1), 1-15.

[19]. Espelage, D., Green, H., & Polanin, J. (2012). Willingness to intervene in bullying episodes among middle school students: Individual and peer-group influences. The Journal of Early Adolescence, 32(6), 776-801.

[20]. Salmivalli, C., Laninga‐Wijnen, L., Malamut, S. T., & Garandeau, C. F. (2021). Bullying prevention in adolescence: Solutions and new challenges from the past decade. Journal of Research on Adolescence, 31(4), 1023-1046.

[21]. Salmivalli, C. (2014). Participant roles in bullying: How can peer bystanders be utilized in interventions? Theory into practice, 53(4), 286-292.

[22]. Gage, N. A., Prykanowski, D. A., & Larson, A. (2014). School climate and bullying victimization: a latent class growth model analysis. School psychology quarterly, 29(3), 256.

[23]. Lodge, J., & Frydenberg, E. (2005). The role of peer bystanders in school bullying: Positive steps toward promoting peaceful schools. Theory into practice, 44(4), 329-336.

[24]. Lynn Hawkins, D., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social development, 10(4), 512-527.

[25]. Hutchinson, M. (2012). Exploring the impact of bullying on young bystanders. Educational Psychology in practice, 28(4), 425-442.

[26]. Garrity, C. (2004). Bully-proofing your school: Teacher’s manual and lesson plans. Sopris West.

[27]. Midgett, A., Doumas, D., Sears, D., Lundquist, A., & Hausheer, R. (2015). A bystander bullying psychoeducation program with middle school students: A preliminary report. The Professional Counselor.

[28]. Midgett, A., & Doumas, D. M. (2016). Training elementary school students to intervene as peer-advocates to stop bullying at school: A pilot study. Journal of Creativity in Mental Health, 11(3-4), 353-365.

[29]. Midgett, A., Moody, S. J., Reilly, B., & Lyter, S. (2017). The phenomenological experience of student‐advocates trained as defenders to stop school bullying. The Journal of Humanistic Counseling, 56(1), 53-71.

[30]. Midgett, A., Doumas, D. M., Trull, R., & Johnson, J. (2017). Training students who occasionally bully to be peer advocates: Is a bystander intervention effective in reducing bullying behavior? Journal of Child and Adolescent Counseling, 3(1), 1-13.

[31]. Johnston, A. D., Midgett, A., Doumas, D. M., & Moody, S. (2018). A mixed methods evaluation of the “aged-up” STAC bullying bystander intervention for high school students. The Professional Counselor.

[32]. Doumas, D. M., Midgett, A., & Watts, A. D. (2019). A pilot evaluation of the social validity of a bullying bystander program adapted for high school students. Psychology in the Schools, 56(7), 1101-1116.

[33]. Doumas, D. M., Midgett, A., & Watts, A. D. (2019). The impact of a brief, bullying bystander intervention on internalizing symptoms: Is gender a moderator of intervention effects? School psychology international, 40(3), 275-293.33.

[34]. Watts, A. D., Doumas, D. M., & Midgett, A. (2019). Efficacy of a brief, school‐based bystander bullying intervention on high school students’ alcohol use. Journal of Addictions & Offender Counseling, 40(2), 66-83.

[35]. Midgett, A., Doumas, D. M., Johnston, A., Trull, R., & Miller, R. (2018). Rethinking bullying interventions for high school students: A qualitative study. Journal of Child and Adolescent Counseling, 4(2), 146-163.

[36]. Doumas, D. M., Midgett, A., & Peck, M. (2022). Gender Differences in Defending Behavior among Elementary School Students Trained in a Bullying Bystander Program: Is Self-Esteem a Moderator? Journal of Applied School Psychology, 1-24.

[37]. Moran, M., Midgett, A., Doumas, D. M., Porchia, S., & Moody, S. (2019). A mixed method evaluation of a culturally adapted, brief, bullying bystander intervention for middle school students. Journal of child and adolescent counseling, 5(3), 221-238.

[38]. Salmivalli, C., Kärnä, A., & Poskiparta, E. (2010). From peer putdowns to peer support: A theoretical model and how it translated into a national anti-bullying program.

[39]. Salmivalli, C., Kärnä, A., & Poskiparta, E. (2011). Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied. International Journal of Behavioral Development, 35(5), 405-411.

[40]. Garandeau, C. F., Laninga-Wijnen, L., & Salmivalli, C. (2022). Effects of the KiVa anti-bullying program on affective and cognitive empathy in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 51(4), 515-529.

[41]. Palladino, B. E., Nocentini, A., & Menesini, E. (2016). Evidence‐based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials. Aggressive behavior, 42(2), 194-206.

[42]. Zambuto, V., Stefanelli, F., Palladino, B. E., Nocentini, A., & Menesini, E. (2022). The effect of the NoTrap! Antibullying program on ethnic victimization: When the peer educators’ immigrant status matters. Developmental psychology, 58(6), 1176.

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