Anti-Asian discrimination and antiracist bystander behaviors amid the COVID-19 outbreak.

Bullying bystander behavior has an important effect on bullying—both in stopping and facilitating it. Although bullying bystander behaviors have long been understood as a peer group process, existing research that focuses on the role of peer factors is still limited. Moreover, less is known about the social cognitive-related role of peer factors and its underlying mechanisms in adolescents’ bullying bystander behaviors. Accordingly, using resource control theory, this study examines the mediating effects of popularity goals on the associations between social status insecurity and bullying bystander behaviors (active defending behaviors, passive bystanding behaviors) among 333 Chinese adolescents (181 males; Mage = 13.10; SD = .50). Analyses were conducted using SPSS 23 to conduct descriptive and correlation analyses. The hypothesized mediation model was tested using a structural equation modeling approach with bootstrapping techniques (bootstrap replications: 5,000) using AMOS 23. The results showed that popularity goals fully mediated the relationship between adolescents’ social status insecurity and their active defending behaviors. No gender differences in these mediating effects were observed. The results also indicated that popularity goals did not mediate the relationship between social status insecurity and passive bystanding behaviors. These findings enrich our understanding of bullying bystander behaviors and highlight the positive role of social cognitive factors (e.g., popularity goals) in active defending behaviors. Our findings deepen our understanding of bullying bystanders through integrating proximate and ultimate approaches. Our findings have significant practical implications, which suggest that school anti-bullying interventions should value the positive roles of social status insecurity and popularity goals in promoting active defending behaviors.

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Caregivers’ Advice and Children’s Bystander Behaviors During Bullying Incidents

Journal of Clinical Child & Adolescent Psychology ◽

10.1080/15374416.2017.1295381 ◽

2017 ◽

Vol 47 (sup1) ◽

pp. S329-S340 ◽

Cited By ~ 2

Author(s):

Stevie N. Grassetti ◽

Julie A. Hubbard ◽

Marissa A. Smith ◽

Megan K. Bookhout ◽

Lauren E. Swift ◽

...

Keyword(s):

Bystander Behaviors

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Bystander Behaviors Scale

PsycTESTS Dataset ◽

10.1037/t42710-000 ◽

2002 ◽

Author(s):

Victoria L. Banyard ◽

Elizabethe G. Plante ◽

Mary M. Moynihan

Keyword(s):

Bystander Behaviors

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Preventing sexual violence in sport. The determinants of positive coach-bystander behavior.

10.31234/osf.io/j8dw7 ◽

2021 ◽

Author(s):

Helena Verhelle ◽

Tine Vertommen ◽

Gjalt - Jorn Ygram Peters

Keyword(s):

Confidence Interval ◽

Sexual Violence ◽

Youth Sport ◽

Injunctive Norms ◽

Bystander Behavior ◽

Online Questionnaire ◽

Effective Prevention ◽

The Past ◽

Sport Coaches ◽

Bystander Behaviors

Coaches are instrumental in creating safe sport environments, especially in preventing sexual violence, but little is known about helpful bystander behaviors, hampering effective prevention programs. To identify determining characteristics of positive bystander behavior, 1442 Belgian youth-sport coaches completed a dedicated online questionnaire on bystander-related attitudes, descriptive and injunctive norms, autonomy beliefs, and self-efficacy using two hypothetical sport-associated sexual-violence scenarios. Potential for change was analyzed using confidence interval-based estimation of relevance (CIBER). 127 coaches (9.6%) had witnessed sexual violence over the past year. Most had intervened (single incident: 3.7%; multiple incidents: 2.4%). Experiential attitude expectation, instrumental attitude evaluation, perceived referent behavior and approval, and subskill presence were positively associated with coaches’ intentions to intervene. Of the determinants of positive coach-bystander behavior, attitude and perceived norms proved key constituents for programs addressing sexual violence in youth sport. To promote (pro-)active coach-bystander behaviors, the results are discussed from a theoretical and practice-oriented perspective.

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Raising a Red Flag on Dating Violence: Evaluation of a Low-Resource, College-Based Bystander Behavior Intervention Program

Journal of Interpersonal Violence ◽

10.1177/0886260516635322 ◽

2016 ◽

Vol 33 (22) ◽

pp. 3480-3501 ◽

Cited By ~ 7

Author(s):

Amanda E. Borsky ◽

Karen McDonnell ◽

Monique Mitchell Turner ◽

Rajiv Rimal

Keyword(s):

Dating Violence ◽

Self Efficacy ◽

Intervention Program ◽

Intervention Group ◽

Behavior Intervention ◽

Bystander Behavior ◽

Post Intervention ◽

Low Resource ◽

Red Flag ◽

Bystander Behaviors

Encouraging bystanders to intervene safely and effectively in situations that could escalate to violence—known as bystander behavior programs—is a growing yet largely untested strategy to prevent dating violence. Using a quasi-experimental design, we evaluate a low-resource, low-intensity intervention aimed at preventing dating violence among college students. The integrated behavioral model (IBM) was used to guide the evaluation. We also assess which IBM variables were most strongly associated with bystander behaviors. Participants were drawn from two Virginia colleges that predominantly train females in the health profession sciences. The intervention group ( n = 329) participated in a university-wide bystander behavior intervention consisting of a 30-min presentation on dating violence at new-student orientation and a week-long “red flag” social marketing campaign on campus to raise awareness of dating violence. Controlling for changes at the comparison university, results showed an increase in bystander behaviors, such as encouraging a friend who may be in an abusive relationship to get help, after the intervention and adjusting for potential confounders (increase of 1.41 bystander behaviors, p = .04). However, no significant changes were found for bystander intentions, self-efficacy, social norms, or attitudes related to dating violence from pre- to post-intervention. Self-efficacy had a direct relationship with bystander behaviors. Results suggest that low-resource interventions have a modest effect on increasing bystander behaviors. However, higher resource interventions likely are needed for a larger impact, especially among students who already demonstrate strong baseline intentions to intervene and prevent dating violence.

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Factors Associated With Types of Sexual Assault Victimization and Bystander Behavior Among South Korean University Students

Violence and Victims ◽

10.1891/0886-6708.vv-d-18-00068 ◽

2019 ◽

Vol 34 (6) ◽

pp. 952-971

Author(s):

Dong Ha Kim ◽

Myung-Yong Um ◽

Hyunkag Cho ◽

Eui Bhin Lee ◽

Jong Serl Chun ◽

...

Keyword(s):

Risk Factors ◽

Logistic Regression ◽

Sexual Assault ◽

Sexual Harassment ◽

Sexual Misconduct ◽

Bystander Behavior ◽

Factors Associated ◽

South Korean ◽

Bystander Behaviors ◽

Korean Universities

The aim of the current study was to gain understanding about incidences of sexual misconduct and bystander behaviors in South Korean universities. Specifically, risk factors were examined associated with three different types of sexual assault victimization (verbal or visual sexual harassment, physically forced sexual assault, and incapacitated sexual assault) and investigated the factors related to bystander behaviors. Data were collected via an online survey tool called SurveyMonkey in 2016. The total sample of participants comprised 1,944 enrolled undergraduate and graduate students from six universities in Seoul, South Korea. One logistic regression was conducted with a sample who reported sexual assault victimization (n = 1,079) to examine the risk factors associated with the three types of sexual misconduct. The other logistic regression was conducted with the subsample of bystanders (n = 540) to examine the relationships between bystander behavior and risk factors. In the main results, each type of sexual misconduct was associated differentially with age, alcohol blackouts, depression, child abuse and neglect, being an international student, and childhood sexual victimization. Also, persons who were older, self-identified LGBT, and victimized by verbal or visual sexual harassment at university were more likely to intervene when sexual misconduct occurred. These findings have implications for policies and interventions to reduce and prevent sexual misconduct in Korean universities.

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Virtual reality or augmented reality as a tool for studying bystander behaviors in interpersonal violence: a scoping review (Preprint)

10.2196/preprints.25322 ◽

2020 ◽

Author(s):

Jia Xue ◽

Wenzhao Zhang ◽

Yaxi Zhao ◽

Ran Hu ◽

Bolun Zhang ◽

...

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Empirical Evidence ◽

Interpersonal Violence ◽

Intervention Program ◽

School Bullying ◽

Bystander Intervention ◽

Future Research ◽

Observational Measure ◽

Bystander Behaviors

BACKGROUND To provide participants with a more real and immersive intervening experience, virtual reality, and/or augmented reality technologies have been integrated into some bystander intervention training programs and studies measuring bystander behaviors. OBJECTIVE The study focuses on whether virtual reality and/or augmented reality can be used as a tool to enhance training bystanders. We review the evidence from empirical studies that use virtual reality (VR) and/or augmented reality (AR) as a tool for examining bystander behaviors in the domain of interpersonal violence research. METHODS Two librarians searched for articles in databases, including APA PsycInfo (Ovid), Criminal Justice Abstracts (EBSCO), Medline (Ovid), Applied Social Sciences Index & Abstracts (ProQuest), Sociological Abstracts (ProQuest), and Scopus till April 15, 2020. Studies focusing on bystander behaviors in conflict situations were included. All study types (except reviews) written in English in any disciplines were included. RESULTS The search resulted in 12,972 articles from six databases, and the articles were imported into Covidence. Eleven studies met the inclusion and exclusion criteria. All 11 articles examined the use of VR as a tool for studying bystander behaviors. Most of the studies were conducted in US young adults. Types of interpersonal violence were school bullying, dating violence, sexual violence/assault, and soccer-associated violence. Virtual reality technology was used as an observational measure and bystander intervention program. We evaluate the different use of VR for bystander behaviors and a lack of empirical evidence of AR as a tool. We also discuss the empirical evidence regarding the design, effectiveness, and limitations of implementing VR as a tool in the reviewed studies. CONCLUSIONS Reviewed results have implications and recommendations for future research in designing and implementing VR/AR technology in the area. Future studies in this area may further contribute to the use of VR as an observational measure and explore the potential use of AR for the study of bystander behaviors.

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