Bystander Behavior Research Articles

Active bystanders in the forwarding of sexting messages: Applying a theory of planned behavior in youth

This study explored youth’s intention to engage in active bystander behavior in response to non-consensual forwarding of sexts (NCFS). The study paid attention to the possible conditional boundaries of these suggested dynamics based on youth’s empathy levels and sex. An online survey was conducted among 1337 Belgian respondents, of which 78.4% were female ( Mage = 21.64 years, SD = 3.57 years). Structural equation modeling showed that positive attitude and injunctive norms, higher descriptive norms, and greater perceived behavioral control regarding active bystander behaviors in the context of NCFS were related to youth’s intention to engage in such active bystander behaviors, which in turn was related to actual active bystander behavior. Differences were found based on youth’s empathy levels, though no sex differences were found. The findings provide a critical foundation for highly needed intervention approaches and educational curricula seeking to diminish the occurrence of NCFS in youth.

The Impact of Exclusion Reasons and Trait Empathy on Third-Party Compensatory Behavior in Vicarious Exclusion

Social exclusion is a widespread phenomenon that not only negatively impacts the individuals directly excluded but also deeply affects bystanders who witness such exclusion. This study aims to investigate how bystanders' levels of trait empathy and their perception of the reasons for exclusion shape their third-party compensatory behaviors. Specifically, we examined whether bystanders with higher empathy levels are more likely to engage in compensatory actions when they perceive the exclusion as unjust. Using a 2x2 between-subjects experimental design, participants were divided into groups based on trait empathy (high vs. low) and the perceived appropriateness of the exclusion (appropriate vs. inappropriate). An online experiment was conducted to simulate social exclusion scenarios, and participants' responses were analyzed to understand how these factors influenced their behavior. The results demonstrated that bystanders with higher trait empathy were significantly more likely to offer compensation when the exclusion was perceived as inappropriate, highlighting the role of empathy in driving supportive actions. Conversely, bystanders with lower empathy showed less variation in their responses, regardless of the exclusion reason. These findings provide new insights into the interaction between personal traits and contextual factors in shaping bystander behavior during social exclusion. This study also offers practical implications for designing interventions aimed at reducing the negative effects of exclusion, promoting empathy, and creating a more inclusive and supportive social environment.

Administrating first aid in road traffic accidents in Bulgaria: a cross-sectional study

Abstract Background Bulgaria had the highest road mortality rate among European Union members in 2023, having previously ranked second after Romania. Research has consistently demonstrated that prompt pre-hospital care can significantly reduce the adverse effects of road traffic accidents. Thus, we conducted a cross-sectional study to explore the involvement of trained road traffic casualties and bystanders in administering first aid. Methods The study, carried out between April and December 2021, collected data via an online survey administered to members of the Scientific and Academic Cooperation Council by the State Agency Road Safety. The survey encompassed a range of topics, including first aid training, involvement in traffic accidents, behaviour of bystanders, administration of first aid, and sociodemographics. Results Among the 292 respondents, a sizeable proportion (90%) reported having received first aid training. Of these, 35.1% (95% CI 29.2-41.1%; p < 0.001) had personally experienced a road traffic accident, and 64.5% (95% CI 58.1-70.1%; p < 0.001) had witnessed one. It is noteworthy that a fifth of those involved in accidents had employed the skills acquired from first aid training, which included applying a dressing to a wound, bleeding control, and immobilising a fracture. Correspondingly, an equivalent percentage of bystanders administrated aid, with the majority of them performing basic airway management. However, the findings revealed that a significant proportion of participants (79.3%) did not engage in providing first aid. The primary rationale stated was the assessment that it was nonessential. Conclusions Despite the growing road safety challenges and many respondents witnessing or being involved in accidents, only a quarter of those trained in first aid actually provided assistance. Considering the increasing number of deaths and severe injuries, it is crucial to assess the need for frequent first aid training and the population’s proficiency in first aid. Key messages • Bystanders’ competence in administrating first aid can mitigate the adverse effects of road traffic accidents. • Among other road safety measures, investments in first aid training can be beneficial in reducing fatalities and severe injuries.

Effectiveness of a Bullying Intervention (Be-Prox) in Norwegian Early Childhood and Education Care Centers: Protocol for a Cluster Randomized Controlled Trial.

A new and growing body of research has studied bullying among children in early childhood education and care centers (ECECs). The Bernese Program (Be-Prox) is designed to systematically prevent and handle bullying between children in Swiss ECECs. However, the effectiveness of the Be-Prox intervention has not yet been explored in a Norwegian ECEC setting. This study aims to evaluate the effectiveness of Be-Prox in preventing and handling bullying among peers in Norwegian ECECs. ECECs from 2 Norwegian municipalities were invited to participate in a cluster randomized controlled trial (RCT) to evaluate the effectiveness of the Be-Prox intervention on peer bullying in Norwegian ECECs. After baseline measures were taken, project ECECs were randomized to either an intervention or a control arm. The Be-Prox intervention was introduced to ECECs in the intervention arm through 6 modules over a 9-month period immediately after the randomization. ECECs in the control arm participated in the data collection and were offered the Be-Prox intervention the following year. The primary outcome of the effect evaluation is the mean sum of negative behavior between peers after the Be-Prox training is completed in the intervention arm. Secondary outcomes include child bystander behavior, teacher self-efficacy, and ECEC's authoritative climate. An extensive implementation and process evaluation, as well as cost-effectiveness analyses, will be conducted alongside the RCT. Baseline data collection was conducted in September 2023, and the postintervention data collection started in May 2024. At baseline, we collected data on 708 children and 413 personnel from 38 project ECECs in the 2 Norwegian municipalities. The results from the study will be available in late 2024 at the earliest. The proposed project includes a comprehensive evaluation of the effectiveness of Be-Prox in Norwegian ECECs directly targeting the prevention and handling of bullying, including implementation and cost-effectiveness evaluations. The results from the project have the potential to fill in identified knowledge gaps in the understanding of negative behavior and bullying between peers in ECECs, and how these may be prevented. If proven efficient, our ambition is to offer Be-Prox to Norwegian ECECs as an evidence-based practice to prevent and handle bullying among preschool children. ClinicalTrials.gov NCT06040437; https://clinicaltrials.gov/study/NCT06040437. DERR1-10.2196/60626.

From Observers to Interveners: Examining Bystander Intentions in Facebook Live Videos

This study investigated the bystander effect by examining intentions to intervene in simulated Facebook Live scenarios. A 4 (number of other viewers: 0 vs. 4 vs. 49 vs. 224) x 2 (level of urgency: non-urgent vs. urgent video) between-subjects experimental design was conducted with 210 participants to examine how the number of bystanders and the perceived urgency of a situation influence self-reported bystander intentions. With individual empathy levels controlled, an ANCOVA test revealed no significant main effect of the number of other viewers on the intention to intervene, but a significant difference was found between the 0 and 224 viewer conditions. Urgent situations elicited higher intervention intentions compared to non-urgent ones, without an interaction effect with viewer number. With the number of other viewers and urgency level as separate independent variables, mediation analysis found patterns differing from the traditional five-step bystander intervention model. These findings enhance our understanding how bystander intentions manifest in social media contexts and highlight the influence of perceived danger and audience size. The implications for online bystander behavior and future research directions are discussed.

University Students’ Perceptions and Reactions to Cyberbullying on Social Media: The Case of Türkiye

ABSTRACT With cyberbullying emerging as a significant concern in contemporary society, understanding its prevalence, forms, and impacts is crucial for developing effective intervention strategies. This study aims to delve into the underlying factors contributing to cyberbullying incidents among university students. Employing quantitative methodologies, this research utilized a questionnaire comprising multiple-choice, scaled responses, and open-ended questions to explore students’ encounters, perceptions, and responses to cyberbullying. The study’s development was informed by theoretical frameworks and existing literature, with data analysis conducted using the Statistical Package for the Social Sciences (SPSS). The sample comprised 392 participants, predominantly female (79.1 percent) and Turkish (98.7 percent). Most participants were 18–21 (46.9 percent) and 21–25 (41.3 percent). The majority (84.9 percent) were studying at a state university. The study reveals a widespread acknowledgment of cyberbullying as a severe problem among social media users, particularly prevalent on platforms like Instagram and TikTok. Offensive comments and hate speech were identified as dominant forms of cyberbullying, alongside newer tactics like emoji-based ridicule. Participant responses ranged from passive bystander behavior to active intervention, reflecting diverse coping mechanisms and strategies. The findings underscore the need for comprehensive approaches to combat cyberbullying, including educational programs, institutional support mechanisms, and interventions promoting digital citizenship. Furthermore, fostering peer support networks and enhancing awareness in university settings is crucial for effectively addressing cyberbullying. The study highlights various intervention areas and approaches to mitigate the impact of cyberbullying and promote a healthier digital environment. Future research should continue exploring the underlying motivations and barriers to seeking help, aiming to develop targeted strategies for prevention and intervention.

Understanding the situation of bystanders to inform anti-bullying interventions.

Bystanders who witness a bully-victim exchange at their school differ from bystanders who witness many incidents of violence in their community, due to the web of mutual relationships that exist within a school setting. Research conducted in many countries has revealed a variety of ways in which peers too often support and encourage bullies, thereby reinforcing the bully's behavior and further marginalizing their victims. This elucidates the potential benefits of channeling bystanders' neutrality into opposition to bullying that is beneficial and supportive of victims. This goal has been incorporated into preventive anti-bullying interventions that have been implemented and evaluated. In this paper, we focus on the contention that systematic anti-bullying intervention in schools and communities can affect the stance of bystanders. We pay particular attention to the KiVa program, which was originally developed in Finland but has since been implemented in schools throughout many countries due to promising data regarding its effectiveness as well as its emphasis on the role of bystanders. We discuss the data documenting the effectiveness of preventive school-based anti-bullying programs, considering the proposition that these programs reduce bullying at least partially by improving bystander behavior. Despite ample evidence that KiVa reduces bullying, there is little specific data showing that the effects of KiVa are mediated by improvements in bystander behavior. The paper concludes with speculation about the possibility of a more direct and active mobilization of student mediators and student leaders to influence the behavior of bystanders in their classrooms and schools.

Cultivating a culture of intervention: Bystander programs and the prevention of sexual violence

This systematic review examines the effectiveness of bystander intervention programs in preventing sexual violence, with a focus on the role of masculinity and cultural factors. The review synthesizes findings from six studies, employing a mixed-methods approach to analyze quantitative and qualitative data. The results highlight the significance of bystander intervention in preventing sexual violence, particularly among young people. The studies demonstrate that programs targeting men and boys, addressing traditional masculinity norms, and promoting empathy and prosocial behavior are effective in reducing sexual violence. Cultural factors, such as social norms and community engagement, also play a crucial role in shaping bystander behavior. The review concludes that bystander intervention programs have the potential to create a culture of empathy and action, but require careful consideration of cultural context and nuances. The findings have implications for the development of effective prevention strategies and highlight the need for further research in this area. By understanding the complexities of bystander behavior, we can work towards creating safer and more supportive communities for all individuals.

Vehicle platoon safety considering the vehicle cut-in: A coupled reinforcement learning and model predictive control approach

A longitudinal platoon control method based on Twin Delayed Deep Deterministic Policy Gradient (TD3) and Model Predictive Control (MPC) is proposed to solve the problems of low following efficiency and system instability in longitudinal platoon control. Firstly, Dynamic Bayesian Network (DBN) and Long Short-Term Memory (LSTM) network are introduced to identify the driving behavior of bystanders and derive the MPC objective constraint function containing three indicators of following, comfort and fuel consumption according to the platoon dynamics equation. Secondly, the system prediction model and cost function are introduced into the action-critic network of TD3 to solve the problem of no model training in the traditional TD3 algorithm and to speed up the training speed and accuracy of the network. On this basis, a Bellman equation is proposed to calculate the time-domain difference error and the expected loss function to solve the TD3 network overestimation problem. Finally, the joint simulation platform is built to simulate the platoon driving conditions and compare with the DDPG optimization algorithm and the traditional MPC algorithm respectively. The results show that the improved TD3-MPC algorithm satisfies the constraints and the spacing error is controlled within 0.3 m, and the vehicle speed changes more smoothly in the scenario of speed fluctuation in the front vehicle, and the ride comfort of the platoon is improved, and it has better robustness in the scenario of vehicle cut-in. The experimental results show that when the vehicle speeds are 20, 40, and 60 km/h, compared to MPC, the average spacing errors are reduced by 27.56%, 25.64%, and 28.04%, respectively, and compared to DDPG-MPC, the average spacing errors are reduced by 6.59%, 8.77%, and 7.86%, respectively.

Psychosocial and Moral Factors of Bystanders in Peer Bullying

The aim of our study was to explore students’ bystander roles in peer bullying considering the interaction between their individual and contextual characteristics. We included social status goals (popularity, social preference and social insecurity), moral disengagement and peer support as key variables for differentiating bystander behaviour. Our sample comprised 5148 students from the 8th and 9th grades across 118 primary schools in Slovenia. Bystander roles (active and passive reinforcers, ignorants and defenders) were determined by peer nominations. Other characteristics were measured with self-report questionnaires. For each variable, we normalized students’ results with regard to their classroom to define classroom norms as the context of peer bullying resulting in “low”, “average” and “high” group. Students with similar individual and contextual characteristics were grouped into four clusters. The results showed that students from all clusters were present in all bystander roles, which indicates a highly complex interaction of various factors in bystander behaviour. Some educational implications are discussed.

Exploring the interplay of parenting styles, basic empathy, domestic violence, and bystander behavior in adolescent school bullying: a moderated mediation analysis.

This study investigates how parental styles, basic empathy, and family violence influence adolescents' bystander behaviors in school bullying. A survey was conducted with 1,067 students from three middle schools in southern China. Multifactor logistic regression and a moderated mediation model were employed to analyze the relationships between positive and negative parental styles, basic empathy, and bystander behaviors. The study found significant correlations and predictive relationships: Positive parental styles were strongly associated with increased basic empathy (r= 0.29, p < 0.01) and behaviors that protect victims (r = 0.29, p < 0.01). In contrast, negative parental styles correlated positively with behaviors that support bullying (r = 0.12, p < 0.01) and instances of family violence (r = 0.62, p < 0.01). Basic empathy negatively predicted behaviors that promote bullying (β= -0.098, p < 0.01) and positively predicted protective behaviors toward victims (β = 0.249, p < 0.001). Furthermore, family violence weakened the positive effects of positive parental styles on both empathy (β = -0.075, p < 0.001) and protective behaviors (β = -0.025, p < 0.01). The findings indicate that positive parental styles indirectly promote adolescents' victim protector behaviors by enhancing their basic empathy, underscoring the importance of emotional cultivation. Meanwhile, family violence weakens the positive impact of these parental styles on basic empathy and protective behaviors, harming adolescents' emotional security and behavioral norms.

How do Gender and Empathy Relate to Bystander Behaviour in Cyberbullying and Traditional Bullying

The present study investigates the associations between active bystanding, empathy, and gender, and whether these relationships differ between active traditional bystanding and active cyber bystanding. An online questionnaire was completed by 579 undergraduate students measuring defender bystander behaviour, empathy, and demographic variables. Results show that affective and cognitive empathy are associated with more active bystanding, regardless of bullying scenario. Results also show that gender is related to active cyber bystanding, but not active traditional bystanding. These results suggest that programs designed to increase bystander intervention should focus on both cognitive and affective empathy and their relationships with active bystanding, as they are related to active bystanding regardless of bullying environment.

School Bullying, Bystander Behavior, and Mental Health among Adolescents: The Mediating Roles of Self-Efficacy and Coping Styles.

While numerous studies have revealed the impact of different bullying behaviors, such as victimization and perpetration, on the psychological development of adolescents, the exploration of the correlates of positive/negative bystander behaviors and their potential underlying mechanisms remains scarce in China. The present study aims to compare the relationships between mental health and positive versus negative bystander behavior and to clarify whether self-efficacy and coping styles mediate the relationships between mental health and bullying dynamics. The current study was conducted on 11,734 students from 18 secondary schools in Suzhou, China (Meanage = 15.00, SDage = 1.47; 53.8% boys). The information on bullying victimization, perpetration, positive/negative bystander behaviors, as well as self-efficacy, coping styles and mental health variables (including depression, anxiety, sleep disturbance, suicide risk), were collected. Negative bystander behavior was positively associated with mental health problems, while positive bystander behavior was negatively associated with these factors. Also, further analysis showed that coping styles and self-efficacy mediated the relationship between different bullying behaviors and mental health outcomes. The results highlighted the comparison of the correlates of positive and negative bystander behaviors, which were comparably crucial to those of victims and perpetrators for prevention and intervention efforts. Promoting adaptive coping styles and self-efficacy to buffer the deleterious psychological consequences of bullying behavior in adolescents was also important.

Perceived effectiveness of bystander behavior as a function of the context of bullying, grade level, and gender

Perceived effectiveness of bystander behavior as a function of the context of bullying, grade level, and gender

Bystander Action Beyond Intervention: Video-Observing the Bystander Behavior of Men and Women in Real-Life Public Conflicts.

Previous research suggests that bystanders of conflicts use a range of intervention strategies. Yet, much less is known about other actions-beyond intervention-that bystanders might engage in during conflicts. Further, while prior studies reveal that gender differences emerge in bystander behavior, few studies have assessed the ecological validity of such potential differences in bystander actions during real-life conflicts. Addressing this concern, we systematically observed the diverse bystander behaviors of individuals presenting as men and women in real-life public conflicts captured on CCTV. We observed 67 public conflicts in the inner city of Amsterdam, the Netherlands. Using a qualitative approach, we first identified the broad spectrum of actions that bystanders engaged in. We then ran linear probability models to examine the relationship between bystander's gender presentation and bystanders' engagement in seven bystander actions (N = 1,959), followed by a multimodel analysis to test the robustness of these findings. Results indicate that bystanders engaged in a diversity of actions, ranging from inattentive (i.e., glancing while moving) and reactive actions (e.g., laughing) to physical forms of intervention. Unexpectedly, women were not more likely to engage in affiliative forms of intervention (e.g., calming hand gestures, non-forceful touching, and practical help). In addition to physical intervention, men were more likely to react to conflicts by laughing, filming, or cheering. The only type of action that was more typical among women than men was inattention (i.e., glancing while moving). Our results show that bystander behavior in public space is carried out in gendered ways, albeit in a less clear-cut manner than expected.

Exploring the Dynamics of Bystander Behaviour in School Bullying: Empathy, Emergency Evaluation, and Victim-Bystander Relationships

School bullying significantly impacts students' well-being and academic performance. This study investigates the relationships between empathy, emergency evaluation, and victim-bystander relationships, and the three types of bystander behaviours: perpetrator-helpers, outsiders, and defenders. A total of 230 Chinese students aged 12 to 20 participated in an online survey, collecting data on their bullying experiences, bystander roles, and knowledge of bullying. Statistical analyses, including chi-square tests and Pearson correlations used to examine these relationships. Findings indicate that friendships significantly increase the likelihood of bystanders becoming defenders, while friends of perpetrators are more likely to become perpetrator-helpers. Emergency evaluation is crucial; bystanders are more likely to help when they perceive the situation as an emergency. No statistically significant evidence was found linking empathy to helping behaviour, although there was a trend suggesting empathetic bystanders may be more inclined to help. Fostering friendships and improving students' ability to recognize and respond to emergencies can enhance bystander intervention. Educating students, teachers, and parents on these aspects is vital. Further research is needed to explore empathy's role in bystander behaviour comprehensively. Implementing programs to build social bonds, educate students about bullying, and train students in emergency evaluation can reduce bullying's incidence and impact. Enhanced support systems involving teachers and parents are also crucial for creating a supportive school environment.

Whom Would You Help? The Impact of Perpetrator and Victim Gender on Bystander Behavior During a Sexual Assault.

We examined the impact of perpetrator and victim gender on bystander helping choices and assault perceptions. Participants (32 females, 37 males) read about two simultaneously occurring sexual assaults, indicated which victim they would help, and gave their perceptions of the assaults. We used a within-participants design that fully manipulated the perpetrator and victim gender for both assaults. Results showed female victims of male perpetrators and male victims of female perpetrators were most and least likely to be chosen for help, respectively. Cognitive networks derived from open-ended responses provided insight into the rationale used by participants to make helping decisions in ways that differed by perpetrator and victim gender.

Interventions that address interpersonal violence experienced by adolescents globally: a systematic review of reviews

Globally, adolescents experience a significant burden of interpersonal violence, impacting their health, well-being and life trajectory. To address this, decision-makers need reliable evidence on effective interventions across various contexts.ObjectivesSynthesise the...

Reactions of adolescent cyber bystanders toward different victims of cyberbullying: the role of parental rearing behaviors

BackgroundGroup-based situations are common settings for cyberbullying, making bystander responses crucial in combating this issue. This study investigated how adolescent bystanders respond to various victims, including family members, friends, teachers, and celebrities. This study also examined how different parenting styles influenced children’s cyber bystander involvement.MethodsThis study employed data from a cross-sectional school survey covering 1,716 adolescents aged 13–18 years from public and vocational schools in China collected in 2022. Logistic regression analyses were conducted to measure demographic characteristics, cyberbullying experiences, and parental rearing behaviors in predicting bystander reactions.ResultsThe findings showed that middle school students preferred to “ask for help” while high school students tended to choose “call the police” when witnessing cyberbullying incidents. Bystanders growing up with parental rejection and overprotection, having previous cyberbullying victimization experiences, where the victims were disliked by them, exhibited fewer defensive reactions.ConclusionsThis study has implications for future research and practices involving parental involvement in cyber bystander interventions, which could provide implications for future practice in designing specific intervention programs for cyberbullying bystander behavior. Future research and interventions against cyberbullying may provide individualized training including parents’ positive parenting skills and parent-child interactions.

Using qualitative system dynamics modeling to understand overdose bystander behavior in the context of Connecticut’s Good Samaritan Laws and identify effective policy options

BackgroundGood Samaritan Laws are a harm reduction policy intended to facilitate a reduction in fatal opioid overdoses by enabling bystanders, first responders, and health care providers to assist individuals experiencing an overdose without facing civil or criminal liability. However, Good Samaritan Laws may not be reaching their full impact in many communities due to a lack of knowledge of protections under these laws, distrust in law enforcement, and fear of legal consequences among potential bystanders. The purpose of this study was to develop a systems-level understanding of the factors influencing bystander responses to opioid overdose in the context of Connecticut’s Good Samaritan Laws and identify high-leverage policies for improving opioid-related outcomes and implementation of these laws in Connecticut (CT).MethodsWe conducted six group model building (GMB) workshops that engaged a diverse set of participants with medical and community expertise and lived bystander experience. Through an iterative, stakeholder-engaged process, we developed, refined, and validated a qualitative system dynamics (SD) model in the form of a causal loop diagram (CLD).ResultsOur resulting qualitative SD model captures our GMB participants’ collective understanding of the dynamics driving bystander behavior and other factors influencing the effectiveness of Good Samaritan Laws in the state of CT. In this model, we identified seven balancing (B) and eight reinforcing (R) feedback loops within four narrative domains: Narrative 1 - Overdose, Calling 911, and First Responder Burnout; Narrative 2 - Naloxone Use, Acceptability, and Linking Patients to Services; Narrative 3 - Drug Arrests, Belief in Good Samaritan Laws, and Community Trust in Police; and Narrative 4 - Bystander Naloxone Use, Community Participation in Harm Reduction, and Cultural Change Towards Carrying Naloxone.ConclusionsOur qualitative SD model brings a nuanced systems perspective to the literature on bystander behavior in the context of Good Samaritan Laws. Our model, grounded in local knowledge and experience, shows how the hypothesized non-linear interdependencies of the social, structural, and policy determinants of bystander behavior collectively form endogenous feedback loops that can be leveraged to design policies to advance and sustain systems change.