Bystander Reactions Research Articles

Classroom Bullying: Understanding Bystander Reactions Across Different Bullying Types

ABSTRACT School-based bullying is a widespread issue, but it occurs less often when bystanders defend the victims. This study examined whether type of bullying and students’ trust in their teacher’s ability to manage the class would be associated with reaction of the bystander (i.e. defending, passive, and pro-bullying). The participants were 202 ninth-grade students in Sweden, aged 15 years, who completed a questionnaire in their classroom. They were randomized to one of five vignettes depicting different types of bullying (direct/ostracism, indirect/ostracism, direct/devaluing, indirect/devaluation, and control condition) and imagined that the situation they read in the vignette happened to them. Students with higher trust in their teacher were more inclined to defend victims. Students reported more passive bystanding in indirect devaluing compared to direct ostracizing. Finally, type of bullying interacted with trust in the teacher on passive bystanding.

Development and validation of the Bystander Reactions to Early Assault Cues Tool (B-REACT): A measure of bystander intentions to disrupt sexual assault risk.

Development and validation of the Bystander Reactions to Early Assault Cues Tool (B-REACT): A measure of bystander intentions to disrupt sexual assault risk.

Creating Inclusive Environments: Enabling Children to Reject Prejudice and Discrimination

Developmental psychology researchers who investigate the multifaceted nature of prejudice, shown within everyday peer interactions, emphasize the importance of creating inclusive environments for children where equity and justice are promoted. This article uses the Social Reasoning Developmental (SRD) model to explore how children and adolescents reason about social inclusion and exclusion, drawing on moral, social group, and psychological considerations. The role of bystanders in challenging social exclusion is highlighted, with a focus on promoting proactive bystander intervention to create inclusive environments. This review identifies age, group identity, group norms, intergroup contact, empathy, and theory of mind as key influences on children's and adolescents’ bystander reactions. It emphasizes that interventions promoting inclusive peer and school norms, confidence in intergroup contact, empathy, and social perspective-taking can foster inclusive environments and empower bystander action that challenges intergroup social exclusion.

Supplemental Material for Development and Validation of the Bystander Reactions to Early Assault Cues Tool (B-REACT): A Measure of Bystander Intentions to Disrupt Sexual Assault Risk

Supplemental Material for Development and Validation of the Bystander Reactions to Early Assault Cues Tool (B-REACT): A Measure of Bystander Intentions to Disrupt Sexual Assault Risk

The sound of silence: The importance of bystander support for confronters in the prevention of norm erosion.

Observing deviant behaviour can lead to 'norm erosion', where a norm is no longer seen as relevant and compliance with it is reduced. Previous research argues that social confrontations can mitigate norm erosion. However, this work has not considered the impact of bystanders to confrontations, who might influence the outcome by supporting-or failing to support-the person confronting a social rule breaker. We examine the effect of bystanders' reactions on preventing norm erosion across three experimental studies. We examined how supportive and non-supportive bystander reactions to a confronter impacted the perceived strength of a prosocial norm among participants and their behavioural intentions. We find that when bystanders explicitly supported the confronter against the rule breaker, the norm was perceived as stronger-and sometimes, compliance intentions were higher-than when bystanders did not respond to the confronter. A mini meta-analysis across the three studies reveals that the effect of bystander support on perceived norm strength is large and robust. Our work demonstrates that for the prevention of norm erosion, confrontations benefit greatly from being explicitly supported by bystanders.

The devil is in the detail: reconceptualising bystander reactions to online political hostility

ABSTRACT Online content moderation is often equated with platform-initiated take-downs and account suspensions. Counterspeech and other types of pro-social bystander behaviours present alternative approaches. They rely on the reactions of online bystanders to crowd-moderate hostile content. However, the current conceptual understanding of bystander reactions to hostility on social media is inadequate. What constitutes a reaction; what functions do specific reactions serve; and what audiences are reactions aimed at? Conceptual clarity is a prerequisite for studying the prevalence and consequences of pro-social bystander reactions. We therefore offer a novel unifying framework for conceptualising bystander reactions to online hostility: The Online Bystander Repertoire of Action (OBRA) Framework. This provides a foundation for future research on crowd-moderation, as it (1) combines insights across multiple research fields, (2) explicates the complex possible reactions beyond simplistic ‘reaction/no reaction’ distinctions and (3) draws attention to the degree of pro-sociality of bystander reactions – something that is often taken for granted.

Bystander reaction differences between cyberbullying victims and non‐victims among Chinese adolescents: The roles of online and offline social capitals

AbstractThe increasing use of social networks makes online interactions more accessible and increases the risks of cyberbullying. There is a lack of research comparing the role of online and offline social capitals in facilitating positive bystander behaviours in cyberbullying. This study aims to investigate the relationships among cyberbullying victimization experiences, social capitals and bystander behaviours among adolescents. A total of 1207 students in grades 7–9 from boarding schools in China were recruited for this study. Multiphase regressions are used to explore the associations of social capitals and bystander behaviours. Results showed that cyberbullying victims reported more frequent residential mobility and less frequent communication with parents compared with non‐victims. Participants with more offline capitals and less online capital reported fewer experiences as cyberbullying victims. Participants' defending bystander reactions were related to more offline social capitals and higher academic achievement. The findings from this study may contribute to our understanding of bystander reactions to cyberbullying and its relationship with online and offline social capitals among boarding school adolescents. The discussion could also provide implications for proactive and individualized intervention to improve online and offline social capitals to cyberbullying bystander behaviours in schools and communities.

Accusing the opponent of divinity violations in intergroup conflicts: Bystander reactions to harmfulness and underdog status as a function of the autonomy–divinity discrepancy

We experimentally investigated psychological responses of bystanders to violations of moral codes to find out why divinity violations may be more effective for gaining victimhood status than autonomy violations in real-world intergroup conflicts. In particular, we considered how anger versus disgust responses are differentially invoked by violations of autonomy versus divinity ethics. Two experiments compared autonomy versus divinity violations in interaction with two other parameters known to produce different effects: level of harm (Experiment 1) and differential intergroup power (Experiment 2). Overall, we found support for the proposed dissociation in anger versus disgust responses to autonomy versus divinity violations in a way that the anger responses to autonomy violations were amplified but disgust responses to divinity violations were not affected when the moral violation was more harmful and the perpetrator was more powerful than the victim. We discuss the implications of the cognitive processes involved in considering autonomy versus divinity violations, and the functionality for parties to intergroup conflict of accusing the opponent of divinity violations.

Adolescents' Expectations for Types of Victim Retaliation Following Direct Bullying.

Little is known about adolescents' expectations around how victims of bullying might retaliate following victimization. These expectations are important as they may inform adolescent's own behaviors, particularly intervention behaviors, in regard to bullying and potential retaliation. This study investigated adolescents' retaliation expectations and expected bystander reactions to retaliation following physical and social bullying. Participants included 6th grade (N = 450, Mage = 11.73 years, SD = 0.84) and 9th grade (N = 446, Mage = 14.82 years) adolescents (50.2% female, 63.3% European American, 22.9% African American, 3.9% Latino/a, 7% Multiracial, 2.9% Other) from middle-to-low-income U.S. public schools. Participants responded to open-ended prompts about victim responses to bullying, rating retaliation acceptability, and likelihood of engaging in bystander behaviors. ANOVAs were conducted to examine differences in retaliation expectation by type of aggression. Further, linear regressions were used to explore what factors were related to participants' expectations regarding bystander intervention. Participants expected victims to retaliate by causing harm and expected the type of retaliation to match the type of bullying. Younger participants were more specific and males were more likely to expect physical harm than females. Finally, acceptability of retaliation predicted bystander interventions. Adolescents expect aggressive retaliation suggesting that intervention might focus on teaching them ways to respond when they are bullied or observe bullying.

Challenging the exclusion of immigrant peers

The present study examined age-related differences in bystander reactions within the context of peer exclusion of national ingroup (British) and immigrant outgroup (Australian or Turkish) peers. The immigrant peers were from nations that varied in terms of their perceived intergroup status in Britain. Participants were British children (n = 110, 8–11 years) and adolescents (n = 193, 13–16 years) who were presented with one of three scenarios in which a British national, Australian immigrant, or Turkish immigrant peer was excluded by a British peer group. Participants indicated their bystander responses. Perceived similarity and bystander self-efficacy were examined as possible correlates of bystander reactions. Findings revealed that children were more likely to directly challenge the social exclusion when the excluded peer was British or Australian compared with when they were Turkish. In contrast, adolescents did not differentiate in their response—they were equally likely to directly challenge the exclusion regardless of the excluded peer’s nationality. Importantly, when the excluded peer was Turkish, moderated mediation analysis showed that, with age, there was higher bystander self-efficacy for challenging the exclusions. In turn, higher bystander self-efficacy was related to higher direct challenging. These novel findings demonstrate the importance of intergroup relations, perceived similarity, and bystander self-efficacy in the emergence of age-related differences in bystander reactions to the exclusion of immigrant peers.

When do bystanders get help from teachers or friends? Age and group membership matter when indirectly challenging social exclusion.

We examined developmental changes in British children’s (8- to 10-year-olds) and adolescents’ (13- to 15-year-olds, N = 340; Female N = 171, 50.3%) indirect bystander reactions (i.e., judgments about whether to get help and from whom when witnessing social exclusion) and their social-moral reasoning regarding their reactions to social exclusion. We also explored, for the first time, how the group membership of the excluder and victim affect participants’ reactions. Participants read a hypothetical scenario in which they witnessed a peer being excluded from a school club by another peer. We manipulated the group membership of the victim (either British or an immigrant) and the group membership of the excluder (either British or an immigrant). Participants’ likelihood of indirect bystander reactions decreased from childhood into adolescence. Children were more likely to get help from a teacher or an adult than getting help from a friend, whereas adolescents were more likely to get help from a friend than getting help from a teacher or an adult. For both indirect bystander reactions, children justified their likelihood of responding by referring to their trust in their teachers and friends. Adolescents were more likely to refer to group loyalty and dynamics, and psychological reasons. The findings support and extend the Social Reasoning Developmental (SRD) approach by showing the importance of group processes with age in shaping children’s judgments about how to respond indirectly by asking for help from others, when they are bystanders in a situation that involves exclusion. The findings have practical implications for combating social exclusion and promoting prosocial bystander behavior in schools.

Hate, humor and bystander reactions: Danish adolescent reactions to hateful political memes

Most people recognize hateful content that is followed by a swastika or an IS flag. However, hateful content is often embedded in seemingly innocent humorous memes making it harder for bystanders to recognize and decode. In this article, we examine how Danish adolescents assess hateful memes and how these assessments shape their intention to intervene pro-socially by reporting hateful content and anti-socially by sharing and liking hateful content. Furthermore, the article tests predictors of pro-social and anti-social reactions to hateful content on social media across gender, political interest, as well as legal and violent political activism intentions. The article draws on an electronic survey among 814 Danish primary and secondary school students.

Outcomes of Cyber-Victimization and Bystander Reactions in Online Brand Communities

ABSTRACT Online brand communities such as Facebook fan pages show an increasing level of cyber-victimization, which is where a community member is bullied by another member. Based on the cyber-victimization literature in psychology, we designed an experiment that explores how cyber-victimization affects three commercial outcomes, namely, a victim’s positive word-of-mouth intentions, community satisfaction, and community following intentions. Using a survey of 387 community members with past cyber-victimization experiences, our results show that outcomes differ significantly in relation to the severity of cyber-victimization (severe vs. mild) and the reactions (defending vs. reinforcing vs. pretending) from bystanders (i.e., uninvolved community members who witness the cyber-victimization incident). Our findings offer brand managers a better understanding of the undesirable effects of cyber-victimization in online brand communities, and of the type of reactions from bystanders that they may wish to encourage.

Minority- and majority-status bystander reactions to, and reasoning about, intergroup social exclusion

We examined minority-status (non-Cypriot immigrant) and majority-status (Cypriot national) preadolescents’ bystander reactions to, and reasoning about, intergroup social exclusion (N = 367; Mage = 11.7 years; 50% Cypriot). Participants read one of three contexts where victim group identity was either non-Cypriot or Cypriot or a context where identity was not mentioned (i.e., control). Cypriot participants reported higher prosocial bystander responses when Cypriot victims were excluded compared with when non-Cypriot victims were excluded. Non-Cypriot participants reported equally high prosocial bystander responses for Cypriot and non-Cypriot victims, and both were higher than those for the control condition. When choosing to challenge social exclusion, non-Cypriot and Cypriot participants employed moral reasoning, focusing on concerns of welfare and equality. When choosing not to challenge the exclusion, Cypriot bystanders referenced personal choice (e.g., “I would not say anything; it is not my problem”) more when victim identity was salient. Non-Cypriot bystanders referenced personal choice only when not challenging exclusion in the control context. Cypriot participants with high levels of intergroup contact reported higher helping intentions toward non-Cypriot victims. These findings support and extend social reasoning developmental theory and highlight practical implications for tackling intergroup social exclusion in schools and maintaining positive intergroup relations.

Revisiting the gender-relations debate in the violent murder of Kitty Genovese: Another side of gender-bias favoring women in bystander reactions to emergencies

The murder of Catherine (Kitty) Genovese in New York in 1964 by Winston Moseley has generated numerous academic publications. One of the major focal points in the debates is the role of gender in bystanders' reactions to violent incidents. Some analysts drew on experiments that found that men did not intervene in incidents involving a man as a perpetrator and a woman as a victim to explain the lack of intervention in the incident by the so-called 38 bystanders falsely reported by The New York Times in 1964. This current article analyzed three videos containing four different assaults that occurred on the busy streets of Argentina, the United States and the United Kingdom to assess whether the gender of the perpetrators and victims affected bystanders' reactions or not. In Incident 1 and Incident 2 involving men as perpetrators with female victims, none of the male and female bystanders physically intervened. In Incident 3 involving a man as a perpetrator and a woman as his victim, both male and female bystanders intervened to save the victim. However, in Incident 4 involving a woman as a perpetrator with a male victim, nobody intervened instead, some of the bystanders laughed at the male victim. The article concludes that whilst gender seemed to have determined intervention in Incident 3 (saving a female victim from a violent man) and its lack in Incident 4 (leaving a male victim to save himself from a violent woman), other factors could be responsible for lack of intervention in Incident 1 and Incident 2 and these include the duration of the assault, the level of violence applied by the perpetrator and bystanders' perception of their own safety. The implications of the bystanders' reactions were highlighted. • Gender does not always affect bystanders' reactions to physical assaults. • Bystanders are more sympathetic of female victims of physical assault than male victims. • Dangerous emergencies do not always affect diffusion of responsibility as extant research suggests.

Bystander Reactions to Workplace Incivility: The Role of Gender and Discrimination Claims.

Will men and women receive the same support at work when they claim to have been discriminated against? This paper reports a scenario-based experimental study (N = 240, 50.4% women, M age = 25.65) that investigated bystanders’ reactions to an incident where a co-worker is treated in a condescending manner by another co-worker. The results showed that women reacted more strongly to the incivility incident and were more willing to support and defend the co-worker. As expected, the gender difference in helping intentions was especially prominent when the co-worker attributed the incident to gender discrimination, compared to a control condition with an attribution unrelated to gender. Further, when the incident was attributed to discrimination, the female co-worker evoked somewhat stronger helping intentions than the male co-worker, suggesting the presence of gender bias. The results are discussed in relation to the prototype perspective of perceived discrimination.

Sexual violence in medical students and specialty registrars in Flanders, Belgium: a population survey

BackgroundSexual violence has globally been recognized as harmful to young people’s health. In medical school, which is a highly competitive environment, the risk is supposedly even bigger. In this study we firstly aimed to investigate the magnitude and precipitating factors of sexual violence in medical students and specialty registrars in Flanders, Belgium. Secondly, we wanted to assess the reactive behaviours as well as the knowledge of possible types of bystander reactions as well as potential support resources for victims of sexual violence.MethodsThis study was initiated and coordinated by the Flemish medical student representation organisation (VGSO). A survey containing demographic and behaviour-specific questions based on the UNMENAMAIS and SAS-V questionnaire was sent to all undergraduate, graduate and postgraduate students of the 5 medical schools in Flanders. Participants were asked to limit their responses to internship-related events. Further questions concerning reactions to sexual violence, assailants, bystander reactions and general knowledge concerning support after sexual violence were asked.ResultsWe received 3015 valid responses to our survey, obtaining a response rate of 29% in the potential target population. Within the total study population, 1168 of 3015 participants (38,73%) reported having been victim of at least one type of sexual violence as explored by our survey. This percentage was the highest in GP specialty registrars (53%), followed by specialty registrars (50%) and master students (39%). Assailants of sexual violence varied, most often they were medical staff members, students or patients. In most types of sexual violence, nobody reacted to this behaviour. Women (57.3%) talked about what happened afterwards more often than men (39.7%). When asked about their knowledge of possible bystander reactions and support services for sexual violence, 60% of the respondents did not know about their existence.ConclusionsSexual violence is still a relatively frequent issue in medical students and specialty registrars. Patients form an important part of the assailants. In a third of reported sexual violence cases, nobody reacted. In addition, male victims seem to underreport. There is still much need for sensitisation on support mechanisms and centres for victims and witnesses of sexual violence.

Reactions to Actions: Exploring How Types of Bystander Action Are Linked to Positive and Negative Consequences.

Sexual and dating violence (SDV) are growing public health problems in the United States. Prevention programs have sought to engage potential bystanders so they can safely and effectively intervene in situations involving SDV. However, the ability of these programs to prepare bystanders may be limited if they do not address the possible outcomes of their actions. Few studies have examined positive and negative consequences of bystander action, and only one has examined how various types of action impact these consequences. The purpose of our study was to explore how specific types of bystander actions and their number of actions were related to positive and negative consequences. We recruited participants (N = 615) through Amazon's Mechanical Turk and a university subject pool, all of whom were between the ages of 18 and 24. Participants described the type of action they took in response to risk for SDV (i.e., harassing comments, dating violence, unwanted sexual advances, and controlling behavior). We performed a content analysis on participants' written responses about the type of action taken. New measures of bystander consequences were used to examine bystander feelings and reactions of others (e.g., the victim, perpetrator). A range of action types were identified (i.e., direct, distract, distance, delegate, and physical action). Of note, direct action toward the perpetrator was related to more negative feelings and responses, whereas distract and distance action were associated with more positive feelings and responses from others. Further, taking multiple actions (as opposed to a single one) was related to more positive feelings and responses from others. Implications for research and practice are discussed, with a specific focus on prevention programming.

The Cyberbullying Picture Series (CyPicS): Developed for Use in Cyberbullying and Cyberbystander Research.

While research has examined bystander responses in a traditional sense, there is a dearth of research regarding responses of cyberbystanders in a real-time situation, such as observing a cyberbullying scenario. This article describes a novel protocol designed to develop a series of images to be used to undertake research that aims to examine cyberbystander responses. A total of 24 scenarios (12 negative (cyberbullying) and 12 neutral) were created by the researchers and designed to mimic the way such scenarios would appear on a social networking site. The negative (cyberbullying) stimuli were rated in terms of level of severity, and the scenarios were compared to a selection of images from the International Affective Picture System using the Self-Assessment Manikin. These stimuli were compiled to form the Cyberbullying Picture Series (CyPicS). Through the development of the CyPicS, this protocol will aid future researchers in examining responses to real-life scenarios, as it is the first of its kind to develop these scenarios and test and evaluate them. CyPicS will provide researchers with the means to systematically evaluate responses to validated, real-life cyberbullying scenarios. More specifically, future researchers can utilize CyPicS to investigate how cyberbystanders respond when observing cyberbullying stimuli compared to neutral stimuli, as well as to measure and understand reactions or perceptions of cyberbullying. CyPicS can be used in any form of cyberbullying research (including electroencephalography and eye-tracking studies, psychological research, and functional magnetic resonance imaging studies) that may utilize bystander reactions and behaviors. Findings from research that utilizes CyPicS will greatly increase our understanding of bystander responses, and with variations in study design, researchers can further examine past or future associations with cyber-victim/bully status and mental health outcomes.

Associations Between Bystander Reactions to Cyberbullying and Victims' Emotional Experiences and Mental Health.

Bystanders in cyberbullying may play a crucial role in reducing cyberbullying's harm for victims. This study assessed bystander responses, and the associations with adolescent victims' emotional reactions to cyberbullying and victims' mental health outcomes (symptoms of depression, anxiety, and stress; suicidal ideation). A total of 1037 adolescents (49.8 percent female, mean age = 15.17 years) participated in the cross-sectional study and filled out an anonymous questionnaire. Victimization was measured with a single-item scale (cybervictims) and a multiple-item scale with cyberbullying examples (youth experiencing offensive practices). Associations of positive (e.g., defending) and negative (e.g., ignoring) bystander responses with victims' emotions (8 types of emotions rated on 5-point Likert scale) were assessed through correlations; and with victims' mental health outcomes (Depression, Anxiety, Stress Scale [DASS-21], single item for suicidal ideation) using regression analyses, adjusting for the influence of gender and coping styles (KIDCOPE). Cybervictims (single-item scale) showed more victimization experiences, and more negative emotional and mental health outcomes than youth only experiencing offensive practices. Negative bystander responses predicted some mental health outcomes among cybervictims, but not among youth only experiencing offensive practices. Positive bystander behavior did not predict any mental health outcome. There is a clear need for cyberbullying prevention programs to include components that target bystander responses, to alleviate victims' emotional and mental health harm after cyberbullying. Attention is needed to create effective programs to reduce negative bystander behavior, while most current programs are focused on positive bystander behavior.