Åskådarnas roll i skolors arbete mot mobbning
Betydelsen av tillit att försvara och moraliskt disengagemang
DOI:
https://doi.org/10.3384/venue.2001-788X.5440Keywords:
mobbning, åskådarbeteenden, tillit att försvara, moraliskt disengagemang, skolors förebyggande arbeteAbstract
Mobbning sker oftast inför en publik bestående av jämnåriga kamrater, så kallade ”åskådare”. Forskning visar att en effektiv metod för att minska förekomsten av mobbning kan vara att få fler åskådare att hjälpa dem som utsätts. Skolors förebyggande arbete kan dra nytta av detta genom att använda åtgärder som ökar sannolikheten att åskådarna på olika sätt tar ställning för dem som utsätts. Två sådana åtgärder som kan ha stor betydelse är (1) att stärka elevernas tilltro till sin förmåga att försvara dem som blir utsatta, (2) att motverka elevers tendenser att fjärma sig från sin moraliska kompass.
Full-text of the article is available for this locale: Svenska.
References
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman and Company.
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75–78. https://doi.org/10.1111/1467-8721.00064
Bandura, A. (2016). Moral disengagement: How people do harm and live with themselves. Worth.
Bjärehed, M., Thornberg, R., Wänström, L., & Gini, G. (2020). Mechanisms of moral disengagement and their associations with indirect bullying, direct bullying, and pro-aggressive bystander behavior. The Journal of Early Adolescence, 40(1), 28–55. https://doi.org/10.1177/0272431618824745
Bjärehed, M., Thornberg, R., Wänström, L., & Gini, G. (2021). Individual moral disengagement and bullying among Swedish fifth graders: The role of collective moral disengagement and pro-bullying behavior within classrooms. Journal of Interpersonal Violence, 36(17-18), NP9576–NP9600. https://doi.org/10.1177/0886260519860889
Craig, W. M., Pepler, D., & 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
Denny, S., Peterson, E. R., Stuart, J., Utter, J., Bullen, P., Fleming, T., Ameratunga, S., Clark, T., & Milfont, T. (2015). Bystander intervention, bullying, and victimization: A multilevel analysis of New Zealand high schools. Journal of School Violence, 14(3), 245–272. https://doi.org/10.1080/15388220.2014.910470
Ellis, B. J., Del Giudice, M., Dishion, T. J., Figueredo, A. J., Gray, P., Griskevicius, V., Hawley, P. H., Jacobs, W. J., James, J., Volk, A. A., & Wilson, D. S. (2012). The evolutionary basis of risky adolescent behavior: Implications for science, policy, and practice. Developmental Psychology, 48(3), 598–623. https://doi.org/10.1037/a0026220
Eslea, M., & Smith, P. K. (2000). Pupil and parent attitudes towards bullying in primary schools. European Journal of Psychology of Education, 15(2), 207–219. https://doi.org/10.1007/BF03173175
Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, 85, 37–56. https://doi.org/10.1016/j.jsp.2020.12.002
Hawkins, D., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social Development, 10(4), 512–527. https://doi.org/10.1111/1467-9507.00178
Hymel, S., McClure, R., Miller, M., Shumka, E., & Trach, J. (2015). Addressing school bullying: Insights from theories of group processes. Journal of Applied Developmental Psychology, 37, 16–24. https://doi.org/10.1016/j.appdev.2014.11.008
Jones, L. M., Mitchell, K. J., & Turner, H. A. (2015). Victim reports of bystander reactions to in person and online peer harassment: A national survey of adolescents. Journal of Youth and Adolescence, 44(12), 2308–2320. https://doi.org/10.1007/s10964-015-0342-9
Killer, B., Bussey, K., Hawes, D. J., & Hunt, C. (2019). A meta‐analysis of the relationship between moral disengagement and bullying roles in youth. Aggressive Behavior, 45(4), 450–462. https://doi.org/10.1002/ab.21833
Kärnä, A., Voeten, M., Poskiparta, E., & Salmivalli, C. (2010). Vulnerable children in varying classroom contexts: Bystanders' behaviors moderate the effects of risk factors on victimization. Merrill-Palmer Quarterly, 56(3), 261–282. https://doi.org/10.1353/mpq.0.0052
Lambe, L. J., Della Cioppa, V., Hong, I. K., & Craig, W. M. (2019). Standing up to bullying: A social ecological review of peer defending in offline and online contexts. Aggression and Violent Behavior, 45, 51–74. https://doi.org/10.1016/j.avb.2018.05.007
Luo, A., & Bussey, K. (2023). Moral disengagement in youth: A meta-analytic review. Developmental Review, 70, Article 101101. https://doi.org/10.1016/j.dr.2023.101101
Pouwels, J. L., van Noorden, T. H. J., Lansu, T. A. M., & Cillessen, A. H. N. (2018a). The participant roles of bullying in different grades: Prevalence and social status profiles. Social Development, 27, 732–747. https://doi.org/10.1111/sode.12294
Pouwels, J. L., Lansu, T. A. M., & Cillessen, A. H. N. (2018b). A developmental perspective on popularity and the group process of bullying. Aggression and Violent Behavior, 43, 64–70. https://doi.org/10.1016/j.avb.2018.10.003
Pozzoli, T., & Gini, G. (2021). Longitudinal relations between students’ social status and their roles in bullying: The mediating role of self-perceived social status. Journal of School Violence, 20(1), 76–88. https://doi.org/10.1080/15388220.2020.1850462
Saarento, S., & Salmivalli, C. (2015). The role of classroom peer ecology and bystanders’ responses in bullying. Child Development Perspectives, 9(4), 201–205. https://doi.org/10.1111/cdep.12140
Sainio M., Herkama S., Turunen T., Rönkkö M., Kontio M., Poskiparta E., Salmivalli C. (2020). Sustainable antibullying program implementation: School profiles and predictors. Scandinavian Journal of Psychology, 61(1), 132–142. http://dx.doi.org/10.1111/sjop.12487
Salmivalli, C. (2014). Participant roles in bullying: How can peer bystanders be utilized in interventions? Theory Into Practice, 53(4), 286–292. https://doi.org/10.1080/00405841.2014.947222
Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22(1), 1–15. https://doi.org/10.1002/(SICI)1098-2337(1996)22:1<1::AID-AB1>3.0.CO;2-T
Sjögren, B., Thornberg, R., Wänström, L., & Gini, G. (2020). Associations between individual and collective efficacy beliefs and students' bystander behavior. Psychology in the Schools, 57(11), 1710–1723. https://doi.org/10.1002/pits.22412
Sjögren, B., Thornberg, R., Wänström, L., & Gini, G. (2021a). Bystander behaviour in peer victimisation: moral disengagement, defender self-efficacy and student-teacher relationship quality. Research Papers in Education, 36(5), 588–610. https://doi.org/10.1080/02671522.2020.1723679
Sjögren, B., Thornberg, R., Wänström, L., & Gini, G. (2021b). Associations between students’ bystander behavior and individual and classroom collective moral disengagement. Educational Psychology, 41(3), 264–281. https://doi.org/10.1080/01443410.2020.1828832
Sjögren, B., Thornberg, R., Kim, J., Hong, J. S., & Kloo, M. (2024). Basic moral sensitivity, moral disengagement, and defender self-efficacy as predictors of students’ self-reported bystander behaviors over a school year: a growth curve analysis. Frontiers in Psychology, 15, Article 1378755. https://doi.org/10.3389/fpsyg.2024.1378755
Sjögren, B., Thornberg, R., & Pozzoli, T. (2024). Reciprocal longitudinal associations of defender self‐efficacy with defending and passive bystanding in peer victimization. Psychology in the Schools, 61(5), 1766–1788. https://doi.org/10.1002/pits.23134
Tajfel, H., & Turner, J. C. (2004). The Social Identity Theory of Intergroup Behavior. In J. T. Jost & J. Sidanius (red.). Political psychology: Key readings (s. 276–293). Psychology Press. https://doi.org/10.4324/9780203505984-16
Thornberg, R., & Jungert, T. (2013). Bystander behavior in bullying situations: Basic moral sensitivity, moral disengagement and defender self-efficacy. Journal of Adolescence, 36, 475–483. https://doi.org/10.1016/j.adolescence.2013.02.003
Thornberg, R., Wänström, L., Elmelid, R., Johansson, A., & Mellander, E. (2020). Standing up for the victim or supporting the bully? Bystander responses and their associations with moral disengagement, defender self-efficacy, and collective efficacy. Social Psychology of Education, 23, 563–581. https://doi.org/10.1007/s11218-020-09549-z
Thornberg, R., Wänström, L., Hong, J. S., & Espelage, D. (2017). Classroom relationship qualities and social-cognitive correlates of defending and passive bystanding in school bullying in Sweden: A multilevel analysis. Journal of School Psychology, 63, 49–62. https://doi.org/10.1016/j.jsp.2017.03.002
Volk, A. A., Dane, A. V., & Marini, Z. A. (2014). What is bullying? A theoretical redefinition. Developmental Review, 34(4), 327–343. https://doi.org/10.1016/j.dr.2014.09.001
Wang, C., & Goldberg, T. S. (2017). Using children’s literature to decrease moral disengagement and victimization among elementary school students. Psychology in the Schools, 54(9), 918–931. https://doi.org/10.1002/pits.22042
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2024 Björn Sjögren
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Unless otherwise stated, works from 2019 are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
