Stueve Ann, Dash Kimberly, O'Donnell Lydia, Tehranifar Parisa, Wilson-Simmons Renée, Slaby Ronald G, Link Bruce G
Columbia Center for Youth Violence Prevention; Mailman School of Public Health, Columbia University in New York, New York, USA.
Health Promot Pract. 2006 Jan;7(1):117-24. doi: 10.1177/1524839905278454.
Public concerns about school shootings and safety draw attention to the role bystanders can play in preventing school violence. Although school violence prevention plans are often required, there is little guidance about whether these should address the roles of bystanders and what actions bystanders should take in different circumstances, from more common instances of bullying and fighting to rare, but potentially lethal, threats and use of weapons. Literature pertaining to bystanders is reviewed and applied to the school setting. The definition of bystander is expanded, including parents, teachers, and other school staff as well as youths and those who have information about potential violence as well as those who witness its occurrence. Barriers preventing bystanders from taking positive actions are discussed. The authors call on health promotion researchers and practitioners to work with school communities to identify norms, attitudes, and outcome expectancies that shape bystander behaviors to inform prevention efforts.
公众对校园枪击案和校园安全的关注，使人们将目光投向了旁观者在预防校园暴力中所能发挥的作用。尽管通常需要制定校园暴力预防计划，但对于这些计划是否应涉及旁观者的角色，以及旁观者在不同情况下应采取何种行动，从更常见的欺凌和打架事件到罕见但可能致命的威胁及武器使用，几乎没有相关指导。本文对与旁观者相关的文献进行了综述，并将其应用于校园环境。旁观者的定义得到了扩展，包括家长、教师和其他学校工作人员，以及青少年、那些掌握潜在暴力信息的人以及目睹暴力事件发生的人。文中讨论了阻碍旁观者采取积极行动的障碍。作者呼吁健康促进研究人员和从业者与学校社区合作，以确定塑造旁观者行为的规范、态度和结果预期，从而为预防工作提供信息。
