Tags

Type your tag names separated by a space and hit enter

Bystander position taking in school bullying: the role of positive identity, self-efficacy, and self-determination.
ScientificWorldJournal. 2011; 11:2278-86.S

Abstract

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.

Authors+Show Affiliations

Department of Social Work and Social Administration, Faculty of Social Sciences, The University of Hong Kong, Pokfulam, Hong Kong. sandratsang@hku.hkNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

22194663

Citation

Tsang, Sandra K M., et al. "Bystander Position Taking in School Bullying: the Role of Positive Identity, Self-efficacy, and Self-determination." TheScientificWorldJournal, vol. 11, 2011, pp. 2278-86.
Tsang SK, Hui EK, Law BC. Bystander position taking in school bullying: the role of positive identity, self-efficacy, and self-determination. ScientificWorldJournal. 2011;11:2278-86.
Tsang, S. K., Hui, E. K., & Law, B. C. (2011). Bystander position taking in school bullying: the role of positive identity, self-efficacy, and self-determination. TheScientificWorldJournal, 11, 2278-86. https://doi.org/10.1100/2011/531474
Tsang SK, Hui EK, Law BC. Bystander Position Taking in School Bullying: the Role of Positive Identity, Self-efficacy, and Self-determination. ScientificWorldJournal. 2011;11:2278-86. PubMed PMID: 22194663.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Bystander position taking in school bullying: the role of positive identity, self-efficacy, and self-determination. AU - Tsang,Sandra K M, AU - Hui,Eadaoin K P, AU - Law,Bella C M, Y1 - 2011/11/17/ PY - 2010/11/15/received PY - 2011/03/31/revised PY - 2011/08/14/accepted PY - 2011/12/24/entrez PY - 2011/12/24/pubmed PY - 2012/4/18/medline KW - Bullying KW - bystander KW - positive identity KW - positive youth development KW - self-determination KW - self-efficacy SP - 2278 EP - 86 JF - TheScientificWorldJournal JO - ScientificWorldJournal VL - 11 N2 - 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. SN - 1537-744X UR - https://www.unboundmedicine.com/medline/citation/22194663/Bystander_position_taking_in_school_bullying:_the_role_of_positive_identity_self_efficacy_and_self_determination_ L2 - https://dx.doi.org/10.1100/2011/531474 DB - PRIME DP - Unbound Medicine ER -