Why witnesses of bullying tell: Individual and interpersonal factors

Authors

HyunGyung Joo, California State University, SacramentoFollow
Isak Kim, University of Nebraska at OmahaFollow
So Rin Kim, The Pennsylvania State UniversityFollow
JoLynn V. Carney, The Pennsylvania State UniversityFollow
SeriaShia J. Chatters, The Pennsylvania State UniversityFollow

Author ORCID Identifier

Kim - https://orcid.org/0000-0001-5490-8063

Document Type

Article

Publication Date

7-3-2020

Publication Title

Children and Youth Services Review

Volume

116

Abstract

The reactions of those who witness bullying are important because they can stop the bullying and prevent further harm. Factors associated with telling behavior were investigated with 477 elementary school students who witnessed bullying. Approximately seventy percent of the students talked to someone about bullying incidents, most often, teachers. Chi-square and logistic regression analyses demonstrated that gender, frequency of witnessing, cognitive empathy, and social skills were found to be associated with telling behavior of witnesses, whereas affective empathy and school connectedness were not significantly related. Findings from this research are important for future practice and studies on bystander intervention.

Comments

This is an Accepted Manuscript of an article published by Elsevier in Children and Youth Services Review on July 3, 2020 available online: https://doi.org/10.1016/j.childyouth.2020.105198

Recommended Citation

Joo, H., Kim, I., Kim, S. Carney, J. V., & Chatters. S., (2020). Why Witnesses of Bullying Tell: Individual and Interpersonal Factors. Children and Youth Services Review, 116, 105198. https://doi.org/10.1016/j.childyouth.2020.105198

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.