Exploring the impact of bullying on young bystanders

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79 citations0/0 files storedEducational Psychology in Practice

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Bullying, Victimization, and Aggression Workplace Violence and Bullying Education for Peace and Conflict Resolution

Abstract

This study aimed to explore peer bullying events in schools by using Interpretative Phenomenological Analysis (IPA) to consider the experiences of young bystanders: the perceptions and understandings of students who had witnessed bullying. Participants were aged 12–13 and attended two neighbouring secondary schools in the UK. Four themes were generated: the power and limits of language in bullying incidents; the power of moral frameworks; the presence of dynamic social systems, both inside and outside peer groups; and the psychological consequences of being a bystander. Implications of the research are discussed, for the practice of school staff and for educational psychologists.

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References

1984Case Study Research: Design and Methods 1991Case Study Research: Design and Methods 1954Nature of Prejudice 2010Interpretative Phenomenological Analysis: Theory, Method and Research 1994Bullying at school: what we know and what we can do 2004The wisdom of crowds: why the many are smarter than the few and how collective wisdom shapes business, economies, societies and nations 2013The Development and Treatment of Childhood Aggression 1998Bullying as a group process: Participant roles and their relations to social status within the group

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2020Witnessing Cyberbullying and Internalizing Symptoms among Middle School Students 2015Bullying victimization and the social and emotional maladjustment of bystanders: A propensity score analysis

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