Bystander Position Taking in School Bullying: The Role of Positive Identity, Self-Efficacy, and Self-Determination
School bullying has become an explicit, burgeoning problem challenging the healthy development of children and adolescents in Hong Kong. Many bullying prevention and intervention programs focus on victims and bullies, with bystanders treated as either nonexistent or irrelevant. This paper asserts th...
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| Format: | Article |
| Language: | English |
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Wiley
2011-01-01
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| Series: | The Scientific World Journal |
| Online Access: | http://dx.doi.org/10.1100/2011/531474 |
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| _version_ | 1832553363719323648 |
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| author | Sandra K. M. Tsang Eadaoin K. P. Hui Bella C. M. Law |
| author_facet | Sandra K. M. Tsang Eadaoin K. P. Hui Bella C. M. Law |
| author_sort | Sandra K. M. Tsang |
| collection | DOAJ |
| description | School bullying has become an explicit, burgeoning problem challenging the healthy development of children and adolescents in Hong Kong. Many bullying prevention and intervention programs focus on victims and bullies, with bystanders treated as either nonexistent or irrelevant. This paper asserts that bystanders actually play pivotal roles in deciding whether the bullying process and dynamics are benign or adversarial. Bystanders' own abilities and characteristics often influence how they respond to victims and bullies. “P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme” (P.A.T.H.S. = Positive Adolescent Training through Holistic Social Programmes) is an evidence-based positive youth development program which shows that primary intervention programs have constructive impacts on junior secondary school students' beliefs and behavior. This paper asserts that intrapsychic qualities, namely identity, self-efficacy, and self-determination, greatly influence how bystanders react in school bullying situations. The paper also explains how classroom-based educational programs based on the P.A.T.H.S. model have been designed to help junior secondary school students strengthen these characteristics, so that they can be constructive bystanders when they encounter school bullying. |
| format | Article |
| id | doaj-art-e26ecbc452e245238548640a5022e61a |
| institution | Kabale University |
| issn | 1537-744X |
| language | English |
| publishDate | 2011-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | The Scientific World Journal |
| spelling | doaj-art-e26ecbc452e245238548640a5022e61a2025-02-03T05:54:21ZengWileyThe Scientific World Journal1537-744X2011-01-01112278228610.1100/2011/531474531474Bystander Position Taking in School Bullying: The Role of Positive Identity, Self-Efficacy, and Self-DeterminationSandra K. M. Tsang0Eadaoin K. P. Hui1Bella C. M. Law2Department of Social Work and Social Administration, Faculty of Social Sciences, The University of Hong Kong, Pokfulam, Hong KongDivision of Learning Development and Diversity, Faculty of Education, Hong KongDepartment of Social Work and Social Administration, Faculty of Social Sciences, The University of Hong Kong, Pokfulam, Hong KongSchool bullying has become an explicit, burgeoning problem challenging the healthy development of children and adolescents in Hong Kong. Many bullying prevention and intervention programs focus on victims and bullies, with bystanders treated as either nonexistent or irrelevant. This paper asserts that bystanders actually play pivotal roles in deciding whether the bullying process and dynamics are benign or adversarial. Bystanders' own abilities and characteristics often influence how they respond to victims and bullies. “P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme” (P.A.T.H.S. = Positive Adolescent Training through Holistic Social Programmes) is an evidence-based positive youth development program which shows that primary intervention programs have constructive impacts on junior secondary school students' beliefs and behavior. This paper asserts that intrapsychic qualities, namely identity, self-efficacy, and self-determination, greatly influence how bystanders react in school bullying situations. The paper also explains how classroom-based educational programs based on the P.A.T.H.S. model have been designed to help junior secondary school students strengthen these characteristics, so that they can be constructive bystanders when they encounter school bullying.http://dx.doi.org/10.1100/2011/531474 |
| spellingShingle | Sandra K. M. Tsang Eadaoin K. P. Hui Bella C. M. Law Bystander Position Taking in School Bullying: The Role of Positive Identity, Self-Efficacy, and Self-Determination The Scientific World Journal |
| title | Bystander Position Taking in School Bullying: The Role of Positive Identity, Self-Efficacy, and Self-Determination |
| title_full | Bystander Position Taking in School Bullying: The Role of Positive Identity, Self-Efficacy, and Self-Determination |
| title_fullStr | Bystander Position Taking in School Bullying: The Role of Positive Identity, Self-Efficacy, and Self-Determination |
| title_full_unstemmed | Bystander Position Taking in School Bullying: The Role of Positive Identity, Self-Efficacy, and Self-Determination |
| title_short | Bystander Position Taking in School Bullying: The Role of Positive Identity, Self-Efficacy, and Self-Determination |
| title_sort | bystander position taking in school bullying the role of positive identity self efficacy and self determination |
| url | http://dx.doi.org/10.1100/2011/531474 |
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