Bullying and sexual harassment are commonly experienced by secondary students, yet these behaviors are seldom targeted for intervention in high schools. Norms and Bystander Intervention Training (NAB ...IT!) is a program designed to address bullying and sexual harassment through promoting prosocial norms and helping behaviors among high school students. This mixed methods study examined students' receptivity to and perceptions of the NAB IT! social norms campaign. The campaign was delivered over 7 weeks in a suburban high school (grades 9–12) in the northeastern United States. Twenty‐eight students (60.7% females; 25.0% males; 7.2% genderqueer/gender non‐conforming/transgender) participated in focus group discussions and provided quantitative ratings of the campaign. Participants were White (82.1%), Asian (7.1%), Multiracial (7.1%), and African American (3.6%). Students appreciated the prosocial messaging and believed that the campaign raised awareness of bullying and sexual harassment. Students reported that the campaign elicited greater self‐reflection and discussion about potentially harmful behaviors. Nonetheless, some students doubted the credibility of the messages and noted incongruence between the messages and what they have observed in the school. Students indicated the need for more skills training for themselves and for faculty.
Practitioner points
Social norms campaign sparked discussion and reflection among the students, especially with regard to sexual harassment.
Students desired more skills‐based training in addition to the messaging.
Students expressed a desire for more teacher/administrator involvement in stopping bullying and sexual harassment in school.
Objective: Some children and adolescents who have experienced bullying victimization may also be perpetrators, while others may defend their peers, although moderators of these relationships have ...rarely been examined. The present study examined the potential moderating effects of affective and cognitive empathy in the relationship between bullying victimization and perpetration and defending. Method: A sample of 788 students from two high schools in a suburban school district in the Northeastern United States ( M = 15.5 years old, 80.2% White) participated in this cross-sectional study and completed measures assessing the bullying participant behaviors of bully, victim, and defender and a measure of empathy (cognitive and affective components). The Bullying Participant Behaviors Questionnaire was used to assess participant roles in bullying behavior. The Interpersonal Reactivity Index was used as a measure of empathy. Results: Path analysis indicated that bullying victimization was associated with higher levels of both verbal bullying perpetration and defending, but affective empathy moderated these relationships. As affective empathy increased, the relationship between victimization and perpetration became less pronounced, and the relationship between victimization and defending became more pronounced. Conclusions: These findings contribute to our current understanding of bully-victims and victim–defenders. The present study expands upon the literature and indicates that empathy training could be a useful way to increase bystander intervention. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
Once Hurt, Twice Hurtful Murray, Sandra L; Bellavia, Gina M; Rose, Paul ...
Journal of personality and social psychology,
01/2003, Letnik:
84, Številka:
1
Journal Article
Recenzirano
A daily diary study examined how chronic perceptions of a partner's regard affect how intimates interpret and respond to daily relationship stresses. Spouses each completed a diary for 21 days. ...Multilevel analyses revealed that people who felt less positively regarded read more into stressful events than did people who felt highly regarded, feeling more hurt on days after acute threats, such as those posed by a moody or ill-behaved partner. Intimates who felt less valued responded to feeling hurt by behaving badly toward their partner on subsequent days. In contrast, intimates who felt more valued responded to feeling hurt by drawing closer to their partner. Ironically, chronically activated needs for belongingness might lead people who are trying to find acceptance to undermine their marriage.
When Rejection Stings Murray, Sandra L; Rose, Paul; Bellavia, Gina M ...
Journal of personality and social psychology,
09/2002, Letnik:
83, Številka:
3
Journal Article
Recenzirano
Three experiments examined how needs for acceptance might constrain low versus high self-esteem people's capacity to protect their relationships in the face of difficulties. The authors led ...participants to believe that their partner perceived a problem in their relationship. They then measured perceptions of the partner's acceptance, partner enhancement, and closeness. Low but not high self-esteem participants read too much into problems, seeing them as a sign that their partner's affections and commitment might be waning. They then derogated their partner and reduced closeness. Being less sensitive to rejection, however, high self-esteem participants affirmed their partner in the face of threat. Ironically, chronic needs for acceptance may result in low self-esteem people seeing signs of rejection where none exist, needlessly weakening attachments.
This study investigated the extent to which adolescents’ personal normative attitudes (also referred to as personal norms) and perceived peer norms regarding bullying, sexual harassment, and ...bystander intervention predicted each step of the five-step bystander intervention model (i.e., Notice, Interpret, Accept Responsibility, Know how to Help, Act) for bullying and sexual harassment among two-hundred thirty-three high school students in the Northeastern United States. Interaction effects of gender, personal norms, and perceived peer norms were also assessed. As predicted, perceived peer norms moderated the relations between personal norms and all five bystander intervention steps. However, some effects differed by gender and some differed in direction from predictions. Students who were more anti-bullying/harassment scored higher on some bystander intervention steps when they also perceived their peers to be more anti-bullying and harassment, with some models showing gender differences between male and female students. Personal and perceived peer norms are related to adolescents’ engagement in the bystander intervention model, suggesting that both norms should be targets of interventions encouraging youth to intervene in incidents of bullying and sexual harassment.
Bullying, cyberbullying, and sexual harassment can be impacted by both personal attitudes and perceived social norms, although few empirical studies on this topic have been conducted with high school ...students. In this cross-sectional study, 233 high school students completed measures about personal normative attitudes, perceptions of peer norms, and perpetration of bullying, cyberbullying, and sexual harassment. Consistent with social norms theory, students perceived themselves to hold more prosocial (i.e., antibullying/antisexual harassment) personal normative attitudes than they perceived the typical student in their school to hold (i.e., peer norms). Path analyses revealed that students' personal normative attitudes (e.g., antibullying/antiharassment) were negatively related to their bullying, cyberbullying, and sexual harassment perpetration, although perceived peer norms were negatively related to sexual harassment perpetration only. Multiple-group path analysis revealed significant gender differences. Personal normative attitudes related to females' behavior for all forms of perpetration and only sexual harassment and cyberbullying for males (with more antibullying/antiharassment attitudes relating to less perpetration), although associations for males were stronger. Perceived peer norms related to bullying perpetration for males only. Results are discussed with regard to social-cognitive and peer contextual factors and implications for social norms interventions.
Impact and Implications
This study found that high school students view themselves as being more prosocial (i.e., antibullying/antisexual harassment) than their peers. These personal attitudes related to students' self-reported perpetration of bullying, cyberbullying, and sexual harassment. Females with more prosocial attitudes were less likely to engage in bullying, cyberbullying, and sexual harassment. Males with prosocial attitudes were less likely to sexually harass others; males' perceptions of peer norms also related to their bullying behavior.
Calibrating the Sociometer Murray, Sandra L; Griffin, Dale W; Rose, Paul ...
Journal of personality and social psychology,
07/2003, Letnik:
85, Številka:
1
Journal Article
Recenzirano
A longitudinal daily diary study examined how chronic perceptions of a partner's regard for oneself might affect the day-to-day relational contingencies of self-esteem. Married partners each ...completed a diary for 21 days, and completed measures of satisfaction twice over the year. Multilevel analyses revealed that people who chronically felt more positively regarded compensated for one day's acute self-doubts by perceiving greater acceptance and love from their partner on subsequent days. In contrast, people who chronically felt less positively regarded by their partner internalized acute experiences of rejection, feeling worse about themselves on days after they feared their partner's disaffection. Over the year, such self-esteem sensitivity to rejection predicted declines in the partner's satisfaction.
The goal of the current pilot study was to examine the effects of bystander intervention training on a sample of 27 high school students who were selected by their peers as opinion leaders. Measures ...of bystander intervention knowledge, attitudes, and behaviors were included in the within-subjects design. Sixteen of the students also participated in focus groups to provide feedback about their experiences with the training. Results showed that participating students reported increases in knowledge about bullying and sexual harassment, confidence in intervening, acceptance of responsibility, knowing what to do, and acting to intervene (including direct intervention, providing support, and reporting to an adult) from pre-to posttest. Themes from focus groups indicated that students found the training relevant and helpful, particularly for focusing on both bullying and sexual harassment and for providing opportunities to learn and practice multiple intervention strategies. Barriers to intervening based on the type of violence (e.g., physical vs. relational or verbal) and relationship with the people involved were also themes. Directions for future research and implications for practice, such as focusing on dissemination to the larger student body and implementing bystander intervention training within the context of a positive school climate that emphasizes social and emotional competencies, are discussed.
The authors argue that individuals with more negative models of self are involved in less satisfying relationships because they have difficulty believing that they are loved by good partners. Dating ...and married couples completed measures of self-models, perceptions of the partner’s love, perceptions of the partner, and relationship well-being. The results revealed that individuals troubled by self-doubt underestimated the strength of their partners’ love. Such unwarranted insecurities predicted less positive perceptions of their partners. In conjunction, feeling less loved by a less-valuable partner predicted less satisfaction and less optimism for the future than the partner’s feelings of love and commitment warranted. A dependency regulation model is described, where feeling loved by a good, responsive partner is thought to represent a sense of felt security that diminishes the risks of interdependence and promotes closeness.
Putting the Partner Within Reach Murray, Sandra L; Rose, Paul; Holmes, John G ...
Journal of personality and social psychology,
02/2005, Letnik:
88, Številka:
2
Journal Article
Recenzirano
The authors argue that felt insecurity in a partner's positive regard and caring stems from a specifically dyadic perception-the perception that a partner is out of one's league. A cross-sectional ...sample of dating couples revealed that people with low self-esteem feel inferior to their partner and that such feelings of relative inferiority undermine felt security in the partner's regard. Three experiments examined the consequences of reducing such perceived discrepancies by pointing to either strengths in the self or flaws in the partner. Low, but not high, self-esteem participants reacted to new strengths in the self or faults in the partner by reporting greater felt security in their specific partner's positive regard and commitment and more positive, general feelings about their own interpersonal worth. Thus, putting the partner more within the psychological grasp of low self-esteem people may effectively increase felt security in the partner's regard.
