Abstract
The social context of bullying is pivotal with peers present as bystanders to the majority of school bullying interactions. Bystander responses can impact profoundly on the maintenance and course of school bullying and range from inciting the bullying through joining in or assisting the perpetrator, or inhibiting the bullying through actively intervening and supporting the bullied student. This qualitative study sought to elicit students’ perceptions of the bystander role and recommendations of the supports needed at the school level to encourage positive bystander behavior.
Document Type
Other
Date of Publication
4-2016
Publisher
Sage Publications
School
School of Medical and Health Sciences
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 3.0 License
Additional Information
Abstract only available
Comments
Monks, H., Cross, D., & Pearce, N. (2016). "The ripple effect": Promoting a supportive secondary school culture by mobilising bystanders to bullying. In International Journal of Qualitative Methods, 15(1).
https://doi.org/10.1177/1609406916628953