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The Witness Experiences of Bullying in High School Students: A Qualitative Study

Year 2021, Volume: 11 Issue: 60, 37 - 48, 30.03.2021

Abstract

Bullying is a common problem in today’s schools. Bullying affects not only victims and bullies but also the other students who witness the bullying. The purpose of this research is to examine the behaviors shown by high school students who have witnessed bullying and the processes that have led them to these behaviors. By with this purpose, the research benefits from grounded theory design. In-depth interviews have been performed with 36 people who voluntarily participated in the research. The qualitative findings of the research show the witness experience of bullying to be a complex process. As a result of the research, firstly school counselors need to do awareness studies on bullying. Because it is seen that students' definitions of bullying are limited to physical bullying. Secondly, situational conditions seem to change the behavior of individuals who witness bullying. Therefore studies will need to be done directed at school administrators’, teachers’, and school psychologists’ development of positive class climates and formation of anti-bullying norms, as well as at increasing peer relations. Thirdly, this study has demonstrated the importance of cognitive empathy. Cognitive empathy should be added to anti-bullying programs. Research has shown that bullying should be handled as a system that includes teachers, victims, bullies, witnesses, and parents.

References

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  • Coloroso, B. (2011). Bully, bullied, bystander... and beyond. The Education Digest, 77 (4),36-39.
  • Corbin, J. & Strauss, A. (1990). Grounded theory research: procedures, canons, and evaluative criteria. Qualitative Sociology, 13 (1), 3-21. https://doi.org/10.1007/BF00988593
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  • Correia, I., Kamble, S.V. & Dalbert, C. (2009) Belief in a just world and well-being of bullies, victims and defenders: a study with Portuguese and Indian students. Anxiety, Stress, & Coping: An International Journal, 22 (5), 497-508. https://doi.org/10.1080/10615800902729242
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  • Demaray, M. K., Summers, K.H., Jenkins, L.N. & Becker, L.D. (2016) Bullying articipant Behaviors Questionnaire (BPBQ): Establishing a reliable and valid measure, Journal of School Violence, 15 (2), 158-188, https://doi.org/10.1080/15388220.2014.964801
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  • Goulding, C. (2001). Grounded theory: a magical formula or a potential nightmare. The Marketing Review, 2(1), 21-33. https://doi.org/10.1362/1469347012569409
  • Hamby, S., Weber, M. C., Grych, J., & Banyard, V. (2015). What difference do bystanders make? The association of bystander ınvolvement with victim outcomes in a community sample. Psychology of Violence, 6 (1), 91-102. https://doi.org/10.1037/a0039073
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  • Jenkins, L. N., & Fredrick, S. S. (2017). Social capital and bystander behavior in bullying: internalizing problems as a barrier to prosocial intervention. Journal of youth and adolescence, 46(4), 757-771. https://doi.org/10.1007/s10964-017-0637-0.
  • Jenkins, L. N., & Nickerson, A. B. (2017). Bystander intervention in bullying: role of social skills and gender. The Journal of Early Adolescence, https://doi.org/10.1177/0272431617735652.
  • Lamb, L. J., Hudson, C. C., Craig, W. M., & Pepler, D. J. (2017). Does defending come with a cost? Examining the psychosocial correlates of defending behaviour among bystanders of bullying in a Canadian sample. Child Abuse & Neglect, 65: 112-123. https://doi.org/10.1016/j.chiabu.2017.01.012
  • Lodge, J., & Frydenberg, E. (2005). The role of peer bystanders in school bullying: Positive steps toward promoting peaceful schools. Theory into practice, 44(4), 329-336.
  • López-Pérez, B., Hanoch, Y., Holt, K., & Gummerum, M. (2017). Cognitive and affective empathy, personal belief in a just world, and bullying among offenders. Journal of Interpersonal Violence, 32, 2591-2604. https://doi.org/10.1177/0886260515593300.
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Year 2021, Volume: 11 Issue: 60, 37 - 48, 30.03.2021

Abstract

References

  • Cappadocia, M. C., Pepler, D., Cummings, J. G., & Craig, W. (2012). Individual motivations and characteristics associated with bystander intervention during bullying episodes among children and youth. Canadian Journal of School Psychology, 27 (3), 201-216. https://doi.org/10.1177/0829573512450567
  • Chen, L. M., Chang, L. Y., & Cheng, Y. Y. (2016). Choosing to be a defender or an outsider in a school bullying incident: Determining factors and the defending process. School psychology international, 37(3), 289-302. https://doi.org/10.1177/0143034316632282
  • Clark, K.N., Dorio, N.B., Demaray, M.K. et al. (2019). Understanding bullying, victimization, and bystander behaviors through resource control theory. Child Youth Care Forum https://doi.org/10.1007/s10566-019-09539-z.
  • Coloroso, B. (2005). A bully’s bystanders are never innocent. The Education Digest, 70 (8),49-51.
  • Coloroso, B. (2011). Bully, bullied, bystander... and beyond. The Education Digest, 77 (4),36-39.
  • Corbin, J. & Strauss, A. (1990). Grounded theory research: procedures, canons, and evaluative criteria. Qualitative Sociology, 13 (1), 3-21. https://doi.org/10.1007/BF00988593
  • Correia, I., & Dalbert, C. (2008). School bullying: Belief in a personal just world of bullies, victims, and defenders. European Psychologist, 13(4), 248-254. https://doi.org/10.1027/1016-9040.13.4.248
  • Correia, I., Kamble, S.V. & Dalbert, C. (2009) Belief in a just world and well-being of bullies, victims and defenders: a study with Portuguese and Indian students. Anxiety, Stress, & Coping: An International Journal, 22 (5), 497-508. https://doi.org/10.1080/10615800902729242
  • Craig, W.M., Pepler, D.J., & Atlas, R. (2000). Observations of bullying in the playground and in the classroom. School Psychology International, 21(1), 22- 36. https://doi.org/10.1177/0143034300211002
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th edition). Pearson.
  • Çınkır, Ş. ve Kepenekçi, Y. K. (2003). Öğrenciler arası zorbalık. Kuram ve Uygulamada Eğitim Yönetimi, 34(34), 236-253.
  • Demaray, M. K., Summers, K.H., Jenkins, L.N. & Becker, L.D. (2016) Bullying articipant Behaviors Questionnaire (BPBQ): Establishing a reliable and valid measure, Journal of School Violence, 15 (2), 158-188, https://doi.org/10.1080/15388220.2014.964801
  • Dwyer, K. K., Bingham, S. G., Carlson, R. E., Prisbell, M., Cruz, A. M., & Fus, D. A. (2004). Communication and connectedness in the classroom: Development of the Connected Classroom Climate Invent Communication Research Reports, 21(3), 264-272. https://doi.org/10.1080/08824090409359988
  • Elliot, M. (2002). Bullying: A practical guide to coping for schools. (3rd edition). Trans-Atlantic Publications.
  • Eliot, M., Cornell, D., Gregory, A., & Fan, X. (2010). Supportive school climate and student willingness to seek help for bullying and threats of violence. Journal of school psychology, 48(6), 533-553. https://doi.org/10.1016/j.jsp.2010.07.001
  • Ergül, A. (2009). Bir grup süreci olarak akran zorbalığı: Katılımcı rolü gruplarında tepkisel amaçlı saldırganlık ve toplumsal konum. (Yayınlanmamış yüksek lisans tezi). Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Forbes, H., Stark, A. M., Hopkins, S. W., & Fireman, G. D. (2020). The effects of group membership on college students’ social exclusion of peers and bystander behavior. The Journal of psychology, 154(1), 15-37. https://doi.org/10.1080/00223980.2019.1642839
  • Forsberg, C., Thornberg, R., & Samuelsson, M. (2014). Bystanders to bullying: fourth- to seventh-grade students’ perspectives on their reactions. Research Papers in Education, 29(5), 557-576. https://doi.org/10.1080/02671522.2013.878375
  • Forsberg, C., Wood, L., Smith, J., Varjas, K., Meyers, J., Jungert, T. & Thornberg, R. (2016). Students’ views of factors affecting their bystander behaviors in response to school bullying: a cross-collaborative conceptual qualitative analysis, Research Papers in Education, doi: 10.1080/02671522.2016.1271001.
  • Freedman, J. L., Sears, D.O. & Carlsmith, J.M. (1998). Sosyal psikoloji. (A. Dönmez, çev.). (3. Baskı). İmge Kitabevi.
  • González‐Cabrera, J., Sánchez‐Álvarez, N., Calvete, E., León‐Mejía, A., Orue, I., & Machimbarrena, J. M. (2020). Psychometric properties of the triangulated version of the European Bullying Intervention Project Questionnaire: Prevalence across seven roles. Psychology in the Schools, 57(1), 78-90. https://doi.org/10.1002/pits.22320
  • Goulding, C. (2001). Grounded theory: a magical formula or a potential nightmare. The Marketing Review, 2(1), 21-33. https://doi.org/10.1362/1469347012569409
  • Hamby, S., Weber, M. C., Grych, J., & Banyard, V. (2015). What difference do bystanders make? The association of bystander ınvolvement with victim outcomes in a community sample. Psychology of Violence, 6 (1), 91-102. https://doi.org/10.1037/a0039073
  • Hays, D. G., Wood, C., Dahl, H., & Kirk‐Jenkins, A. (2016). Methodological rigor in Journal of Counseling & Development qualitative research articles: A 15‐ year review. Journal of Counseling & Development, 94(2), 172-183. https://doi.org/10.1002/jcad.12074
  • Howitt, D. (2010). Introduction to qualitative methods in psychology. Prentice Hall.
  • Jenkins, L. N., & Fredrick, S. S. (2017). Social capital and bystander behavior in bullying: internalizing problems as a barrier to prosocial intervention. Journal of youth and adolescence, 46(4), 757-771. https://doi.org/10.1007/s10964-017-0637-0.
  • Jenkins, L. N., & Nickerson, A. B. (2017). Bystander intervention in bullying: role of social skills and gender. The Journal of Early Adolescence, https://doi.org/10.1177/0272431617735652.
  • Lamb, L. J., Hudson, C. C., Craig, W. M., & Pepler, D. J. (2017). Does defending come with a cost? Examining the psychosocial correlates of defending behaviour among bystanders of bullying in a Canadian sample. Child Abuse & Neglect, 65: 112-123. https://doi.org/10.1016/j.chiabu.2017.01.012
  • Lodge, J., & Frydenberg, E. (2005). The role of peer bystanders in school bullying: Positive steps toward promoting peaceful schools. Theory into practice, 44(4), 329-336.
  • López-Pérez, B., Hanoch, Y., Holt, K., & Gummerum, M. (2017). Cognitive and affective empathy, personal belief in a just world, and bullying among offenders. Journal of Interpersonal Violence, 32, 2591-2604. https://doi.org/10.1177/0886260515593300.
  • McLaughlin, C., Arnold, R., & Boyd, E. (2005). Bystanders in schools: What do they do and what do they think? factors ınfluencing the behaviour of english students as bystanders, Pastoral Care in Education, 23 (2), 17-22. https://doi.org/10.1111/j.0264-3944.2005.00327.x
  • Mitsopoulou, E., & Giovazolias, T. (2015). Personality traits, empathy and bullying behavior: A meta-analytic approach. Aggression and Violent Behavior, 21, 61-72. https://doi.org/10.1016/j.avb.2015.01.007
  • Oh, I., & Hazler, R. J. (2009). Contributions of personal and situational factors to bystanders'reactions to school bullying. School Psychology International, 30(3), 291-310. https://doi.org/10.1177/0143034309106499
  • Olweus, D. (2001). Peer harassment: A critical analysis and some important issues. In J. Juvonen & S. Graham, (Eds). Peer harassment in school: The plight of the vulnerable and victimized. (pp. 3-20). The Guilford Press.
  • Olweus D. (1994) Bullying at School. In L.R. Huesmann (Ed.) Aggressive Behavior: The Plenum Series in Social/Clinical Psychology. Springer.
  • Paciello, M., Fida, R., Cerniglia, L., Tramontano, C., & Cole, E. (2013). High cost helping scenario: The role of empathy, prosocial reasoning and moral disengagement on helping behavior. Personality and Individual Differences, 55(1), 3-7. https://doi.org/10.1016/j.paid.2012.11.004
  • Perdew, L. (2015). Bullying: esential issues. Abdo Publishing.
  • Piliavin, I. M., Piliavin, J. A., & Rodin, J. (1975). Costs, diffusion, and the stigmatized victim. Journal of Personality and Social Psychology, 32 (3), 429-438.
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There are 72 citations in total.

Details

Primary Language English
Subjects Psychology
Journal Section Makaleler
Authors

Halil Ekşi This is me

Tuğba Türk-kurtça This is me

Publication Date March 30, 2021
Published in Issue Year 2021 Volume: 11 Issue: 60

Cite

APA Ekşi, H., & Türk-kurtça, T. (2021). The Witness Experiences of Bullying in High School Students: A Qualitative Study. Turkish Psychological Counseling and Guidance Journal, 11(60), 37-48.

!! From 30 November 2023, English language proofreading will be required for accepted articles to ensure language quality.